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The University of The South Pacific Ed191 Education Decision Making and Problem Solving Assessment 2 SEMESTER 1 2019

This document is an assessment submitted by Rashika Prakash for ED191 Education Decision Making and Problem Solving at the University of the South Pacific, Lautoka campus. It discusses three key points: 1) Factors affecting teachers' participation in educational decision making, such as workload and teaching unfamiliar subjects. 2) Why teachers should be involved in curriculum decisions, as they are central to curriculum implementation and understanding what students know. 3) How teachers can make decisions about instructional practices to maximize student learning, despite standardized curriculums, through quality teaching techniques like clear goals, assessment, and challenging students appropriately.

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109 views

The University of The South Pacific Ed191 Education Decision Making and Problem Solving Assessment 2 SEMESTER 1 2019

This document is an assessment submitted by Rashika Prakash for ED191 Education Decision Making and Problem Solving at the University of the South Pacific, Lautoka campus. It discusses three key points: 1) Factors affecting teachers' participation in educational decision making, such as workload and teaching unfamiliar subjects. 2) Why teachers should be involved in curriculum decisions, as they are central to curriculum implementation and understanding what students know. 3) How teachers can make decisions about instructional practices to maximize student learning, despite standardized curriculums, through quality teaching techniques like clear goals, assessment, and challenging students appropriately.

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kajol kristina
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© © All Rights Reserved
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THE UNIVERSITY OF THE SOUTH PACIFIC

ED191 EDUCATION DECISION MAKING


AND PROBLEM SOLVING

ASSESSMENT 2

SEMESTER 1 2019

Name: Rashika Prakash


ID: S11150105
Lautoka campus
There is a great need for quality decision makers in today’s world. Individuals are required
who possess the capacity to make decisions rapidly and in a responsible way. As this is
important for teachers to teach good decision making skills to their students. The few points
which this reflective practice essay will discuss are factors affecting teachers to participate
actively in educational making, views on why teachers should be involved in curriculum
decisions and how can teachers still decide on their instructional practices to maximise their
students learning despite the existence of teacher proof, student proof and content proof
curriculum.
Factors that affect teachers to participate actively in educational decision making are as
follows. Work load in evidence to the committee teachers pointed out that too much work
load was the single most notable contributor to stress and low morale. Requirement to teach
unfamiliar subjects is also one of the affecting factors. Teachers work load increases when
they are required to teach subjects which they are unfamiliar of. Situations like these are
unfair to both students and teachers. This is most evident in subjects in which there is a
shortage of trained or specialised teachers. Teachers are concerned that the practice will
expand as education departments attempt to fill gaps emerging in other subject areas.
Overcrowded curriculum, with the number of curriculum subjects rising, teachers are
criticized for failing to devote adequate notice to the basics. Whenever there is an issue in the
community, the solution to it is to add that to the school curriculum, they do not realizes that
there are other things that ought to drop off to enable the new ones. The impact of the
overfull curriculum on teachers is to expand their work load, it causes them to disregard or
compromise teaching in some areas as a result of shortage of time for arrangement and
display.
Doubtless, the utmost prime individual in that matter of curriculum execution procedure is
the teacher. Due to the apprehension, involvement along with abilities of theirs, teachers are
central to any curriculum growth attempt. Finer teachers are supportive of greater learning
since they have great knowledge regarding the enactment of educating and are accountable
towards initiating the curriculum in the classroom. If any other group has beforehand
progressed the curriculum, the teachers ought to make an attempt to be aware of it and
comprehend it. Therefore, teachers must be included in curriculum decisions. For instance
teachers’ point of views and points must be included within the curriculum decisions. On the
contrary, the curriculum growth group has to think about the teachers as a section of the
surrounding that influencers curriculum (Carl, 2009). Thus, teacher participation is valuable
for prosperous and significant curriculum growth. Teachers being the facilitator are part of
the final stage of the curriculum development procedure. A curriculum provides teachers the
ideas and strategies for evaluating student progression. A student ought to meet certain
academic necessity in order to go to the next level. In the absences of the guidance of a
curriculum, teachers cannot be sure that they have provided the compulsory knowledge of the
chance for student success at the next level, either the levels include high school, college or
career. Teachers need to craft clarifications that allow pupils to comprehend the material.
This includes being aware of what pupils comprehend and then forming links between what
is known and what is new. “Quality teaching is nothing to do with making things difficult, it
always attempts to assist student’s sense that a concept can be learnt thoroughly, it motivates
them to attempt things out for themselves and prosper at something fast”. (Ramsden, p. 98).
Suitable evaluation and response, this fundamental includes utilizing a variation of
assessment techniques and permitting pupils to display their mastery of the matter in distinct
means. It prevents those assessment procedures that motivates pupils to recall and regurgitate.
It identifies the potential of response to encourage extra attempt to acquire knowledge. Clear
goals and intelligent challenge, effectual teachers put high standards for pupils. They also
articulate clear aims. Pupils must know up front what they will grasp and what they will be
anticipated to do with what they are aware of. Good teachers develop learning works suitable
to the pupils’ levels of understanding. In addition they recognize the uniqueness of each
learner. Teachers treat all students as equal. They not only have control of the student to learn
better, but to also enjoy the learning. Teachers are also open to change, this regularly tries to
find out what the aftermath of instructions are on learning and it also modifies those
instructions.
To conclude, none of the curriculum is excellent, a complete outcome cast in stone or clear
from judgement, but to be effectual it ought to be received by teachers and must be
considered academically genuine by parents and the community as a whole. Curriculum
advancement ought to be sighted as a procedure by which meeting pupil needs guides to
betterment of pupils’ studying. Additionally, it cannot be still. Curriculum must be a living
document that is in a condition of fixed change. It ought to be flexible to alterations in the
academic district and the public in general. Only then it will be able to be an effectual change
agent in the academic procedure.
BIBLIOGRAPHY
Bibliography
Alsubaie, M. A., 2016. Curriculum Development: Teacher Involvement in Curriculum Development.
Journal of Education and Practice, Volume 7.

Anon., 2015. [Online]


Available at: https://www.conovercompany.com/teaching-decision-making-the-importance-of-
good-decisions/
[Accessed 2019].

Anon., n.d. [Online]


Available at:
https://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_Employment_and
_Workplace_Relations/Completed_inquiries/1996-99/teachers/report/c06
[Accessed 2019].

Maryellen, W., 2009. [Online]


Available at: https://www.facultyfocus.com/articles/effective-teaching-strategies/effective-teaching-
strategies-six-keys-to-classroom-excellence/
[Accessed 2019].

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