Transforming the Educational Planning Processes from Macro to Micro Levels

Transforming the Educational Planning Processes from Macro to Micro Levels

Introduction

The economic growth of a society inherently depends on the development of human resources of that nation. The skill and competency level of manpower is in turn defined by the level of training and education imparted through the educational system.

Therefore, for this purpose the presence and development of highly qualified teachers is an absolute requirement; however an individual can only become an exemplary teacher if he or she acquires the requisite competencies themselves.

In order to prepare good teachers, a well integrated and effectively coordinated educational plan is the need of time (Prakash 2008). It is important to note that educational plans are devised on a holistic or macro level, but success is only achieved when a macro plan is followed by micro planning and execution (Psacharopoulos 1975). The paper identifies what it means to be an effective teacher in light of the studied lesson plan.

An Effective Teacher in Light of the Lesson

Personal Goals of a Teacher

The process of professional training of teachers requires provoking reflection on and practice in concrete situations, complex life of the classroom, and the centre of the educational community where the teacher is involved. The reconstruction of practical knowledge, professional skills and personal systems of interpretation and action, require teachers to review and challenge the same images, ideas and practices that they have acquired throughout their personal and professional life (Whitton,Nosworthy,2004). This process of theorizing practice is called, "practical theorizing." Theorizing practice is the teacher's reflection on their own practice on their own way of acting, in light of the relevant educational experiences and educational research which results in more consistent outcomes (Warnod,1998).

gain an understanding of the different ways children communicate, both verbal and non-verbal, and should learn to understand not only the children's verbal statements, but also try to read the messages transmitted through gestures and glances. The following are some of the important traits of an effective teacher (Warnod,1998):

Able to perceive, understand and respond appropriately to the emotions of a child - to be empathic, which means, know when to hurry with the help and when to refrain from it, skilfully act in defence of the child, understand his behaviour;

Maintain the enthusiasm of a child's cognitive, be interested in what it does - but encourage the activity, refrain from over-explaining;

Be dynamic, in physical terms, as well as psychologically - that is, travel with children and be open to their ideas, take them and modify.

Power

Many eminent scientists have described the silhouette of a teacher. Focused in their consideration of the pedagogical talent, soul, model and a teacher, his personality. Noteworthy are the work of David W. perch, Z. Myslakowskiego St. Baleya (Svinicki,McKeachie,2011). Each of the He made ??the authors of the characteristics of the teacher and pointed to the parent and its essential features. Today, good practice and succeed are called 'competence'. In light of the recent literature only people who have a ...