Senator Miriam Defensor Santiago wants the Senate president to shut up!

This comes after Enrile made a new allegation that Trillanes' contacts included a Chinese military intelligence officer from Chinese embassy.

Enrile cited a new "reliable source" apart from Philippine Ambassador to Beijing Sonia Brady, whose notes about the dispute between Philippines and China over Scarborough Shoal had been revealed in a Senate plenary session last week.

"The question is why did the senate president obtain a copy of that report, which was not meant for him and how did he manage to do that?" Santiago said.

"That must never be revealed. You will never tell our antagonist or the other country who is having difference with us on any foreign policy. These are basic principles of international negotiation," she added.

The female senator expressed fear that the Chinese government might take advantage of Trillanes' tiff with the Department of Foreign Affairs.

"It always the best procedure when there is a perceived confusion such as this is for everybody to zip up your mouth. Nobody should talk," the feisty Senator says of Enrile, who still freely talks about the alleged "real story" behind Senator Antonio Trillanes' back-channel negotiations with China.

Philippine universities among world's best English-teaching schools

Ateneo de Manila University posted the highest rating of all Philippine schools, ranking 24th in English language and literature. University of the Philippines ranked 32 while De La Salle University ranked 44th.

World-renowned universities in the United Kingdom and the United States took the top five spots (in this order): Cambridge, Harvard, Oxford, Yale and University of California Berkeley.

In a statement sent to the Philippine Daily Inquirer, QS said the country's specialist strength in the English language was affirmed in results of its latest World University Rankings by Subject, an index that rates universities across 29 disciplines.

Three Philippine Universities are among the top 50 universities in the world when it comes to teaching English according to a new survey by the London-based research and ratings firm Quacquarelli Symonds (QS).

The specialist strengths of Philippine universities in English language and literature are clearly shown in these rankings. The country should be proud of their achievements," Ben Sowter, QS research chief, said in the statement sent to the Inquirer.

The Philippines rated in only one other discipline, with UP placing within the 101-150 bracket in Geography.

QS ranked schools on 29 subjects ¿based on academic reputation, employer reputation, and citations per paper," QS said.

Amid strong showing in English, Philippine universities have been slipping in world rankings in the past few years.

K12 Program

Most countries have only ten years of compulsory education. Compulsory education in the US varies from state to state, but the average requires anyone who is under 16 years of age to be either enrolled in a school or home-schooled. This means that on average, the US only has 10- 11 (including kindergarten) years of compulsory education. The last two years in the US K-12 education already include courses in tertiary education. These are called advanced placement (AP) or international baccalaureate (IB) courses. Examples are calculus (up to multivariable) and AP chemistry. Students who take AP chemistry usually have already finished one year of basic chemistry and one year of advanced chemistry, so in sum, a student could have taken three years of chemistry while in high school. Some schools in the US can not offer these, and consequently, there is great heterogeneity among US schools.

The administration’s plan is a plain insult to poor parents and students who are trying hard to make ends meet. As it is, families can barely afford to get their kids through 10 years of education. Aquino is being insensitive to the plight of majority of the Filipino people, and we may need to remind the president that unlike him, not everyone is born landlords or business tycoons.

We are aware that while there is no tuition fees being paid in public schools, there are fees and expenses that parents have to shoulder to get students through school. Last year, the government allotted only P2,502 a year, or P6.85 per student per day for education. More than P30,000-P35,000 is needed for school fees, fare and food expenses per year. Poor parents are not able to afford this as proven by the rising drop-out rates.


Addressing basic education is a matter of prioritization. Adding kindergarten and two years to high school is estimated to cost more than 100 billion pesos. On the other hand, to solve the two pressing problems, as UNESCO has advised, 6% of the GDP must be assigned to education. At the current funding (2.3% of GDP) of the Department of Education (DepEd), additional years will only lead to a greater demand for resources. Adding two years to high school essentially increases the needs of a high school by 50% – teachers, classrooms, desks, toilets, learning materials, etc. The DepEd can only answer less than half of what UNESCO deems is necessary for the 10-year basic education program. Adding two more years will stretch the budget of DepEd even further.

Implementing a new curriculum requires strong leadership at the school level. The success of a school depends a lot on the principal. A significant fraction of public schools in the Philippines currently do not have a principal or a head teacher. This clearly needs to be addressed first before any reform in curriculum is initiated. Otherwise, a new curriculum has no hope of being implemented successfully.

Instead of trying to attack the problem at the end of high school, efforts must be focused on the early years of education. This is where the dropout rate begins to escalate and these are the years where students are failing to learn as diagnosed by the standard test scores. Resources are very much needed in the first ten years of education and kindergarten and DepEd can do a better job on these years if DepEd does not have to worry about the added senior years in high school. The government should allow its citizens to work out on their own a solution for the desired two years that aim to prepare students either for college or the workforce. College preparatory schools or community colleges can do this job and TESDA could address those who are leaning towards vocational training.

During the past years, only 4 out of 10 students entering the school cycle manages to finish high school, and only one will be able to get a degree. More than 8 million Filipino school aged youth are out-of-school because of hardships.

The additional two years will mean additional burden to the poor families and will lead to more students dropping-out and more young Filipinos being deprived of their right to education.

For any overwhelming policy that involves dramatic changes and budget requirements, it is important that the policy is based on good data and statistics. The Philippines, with its financial condition, cannot afford to waste. The ten-year basic education program can work as demonstrated by a Philippine school in Qatar (see “Do Filipino schools make the grade?”. The Philippine school at Doha, Qatar participated in PISA 2009 and their scores were: Science (466), Math: (461) and Reading: (480). These scores place the Philippines near the average scores of participating countries.

It is amazing how the proponents of this program could stand firm on their twisted analysis that adding years to the current education system will solve the problem of quality.

It doesn’t take a rocket scientist to understand that no matter how many years they add to education, as long as classroom to student ratio remains 1:70, as long as there are no textbooks or they are riddled with errors, as long as teachers are underpaid, and facilities remain dilapidated, no improvement in quality can be expected.

The budget for DepEd proposed this year will not be enough to address the shortages in facilities and stop the deteriorating condition of our schools. The government aims to acquire only 18,000 new classrooms out of the 152,000 needed, 10,000 new teachers out of 103,599 shortage, and only 32 million new textbooks out of 95 million shortage.

The problems concerning basic education that developing countries face are enormous and complex. A few years from now, the international donor community will look at how close governments they have funded to improve education have reached the Millennium Development Goals (MDG). It is highly likely that the Philippines will not meet the second item in the MDG, universal primary education:

The K12 proponents try to further amuse the public by promising that the 12 year cycle will make the youth “employable” and that this will enable the young people get jobs. This is a ridiculous claim as the more than 500,000 college graduates annually do not manage to get jobs. There are no jobs not because there is a lack of “employable” young people but because there is no clear plan for national development which will lead to sustainable job generation.

The statements, however, expose what the real intention of the government for this project. The program is primarily designed to serve foreign needs for cheap “semiskilled” labor. The K12 project is a being pushed by foreign banks and companies for them to be able to profit by further exploiting our people.
The proponents do not deny the fact that this is in fact a foreign-recommended plan. Miguel Luz, one of the main advocates of the program, is consulting for and working for the World Bank projects in the Philippines.
Is it “matuwid” to model Filipino education system after foreign needs? Isn’t education supposed to be for the people and for national development?

Teaching Methods

To achieve the goal of teaching, the teacher must adopt effective teaching methods in education. The teacher has many options to choose from different teaching methods designed specifically for teaching and learning.

Writing lesson plans is a foremost thing that a teacher must do before executing any teaching strategy in the class. The teaching method should be adopted on the basis of certain criteria like the knowledge of the students, the environment and the set of learning goals decided in the academic curriculum.

Students respond differently to different methods of teaching. Also, the students have their unique way of demonstrating the knowledge acquired and absorbing the information that is imparted. So, to aid this process of demonstrating the knowledge, the teacher has to adopt a technique that assists the students in retaining the information and increasing their understanding. There are many teaching methods for children like questioning. modeling, demonstrating, collaborating and explaining that have been discussed here.

Teaching Methods and Strategies

We all know about the importance of higher education, so now let us learn some methods of teaching as well. Here are some of the basic teaching methods for higher education as well as for the middle education.

Questioning
Testing and questioning are always known to be effective teaching methods due to its interactive nature. The questions are asked by the teacher with an intention to know what the student has learned from earlier discussions and what it helps in deciding what should be taught further.

This can be even vice-verse, students questioning the teachers to clarify the doubts that would enhance their understanding of the subject. The inquisitive instinct of the students evoke them to ask questions and satiate their query.

The teacher should encourage this in a positive way so that the student's critical thinking is developed. Testing differs in one aspect from questioning. Test is done in order to know about the previous knowledge and already taught things to the student.

Explaining
Explaining is one of the very important teaching methods in education. It has taken a form of lectures in teaching methods for higher education where the teacher presents the factual information in a direct and a logical way.

Sometimes the experiences can also be shared as a part of knowledge that would work as a source of inspiration for the students. While adopting this method the teacher should give an introduction and a proper summary. Make sure that the information is specific to the audience.

The explanation should be accompanied with suitable examples for the better understanding of the students. It is like a discourse on a particular subject or topic that is for the entire class or public. Explaining can be clubbed with the modeling process to be more effective and to have a long-lasting effect on the pupils.

Modeling
Modeling is a type of visual aid for teaching as well as learning. It is a known fact that human brain absorbs more and understands better when visual aid facilitates explanation. This method works on three criteria - observing, retaining and replicating. The students learn more by observing the things and acquire it by imitating it time and again.

This is also known as reinforced behavior. This type of learning has very important role to play in the learning process especially during the childhood, though it can happen in any stage of life. This helps the students to visualize the things and, then hypothesize the solution.

Demonstrating
With the help of demonstrative teaching methods in education students get an opportunity to explore the various aspects and understand the theory from a different perspective. Demonstration is a step-by-step explanation along with their reasons and significance for the better understanding of the student. It enhances the student's understanding by practically applying the knowledge and sharpen their skills and hence, they become capable of identifying and organizing the subject matter in a more efficient way. Practical experimentation is a very good method used for demonstrating the subject.

Collaborating
Teamwork is a contemporary form of collaboration. The students are taught to work in a group that makes the instructing easier for the teacher. This method of teaching promotes a sense of mutual responsibility among the students. They learn to put in more effort to research for the topic and apply effective techniques to get the result.

This inculcates patience and develops an ability to critically analyze a subject. It gives an opportunity to the students to solve the problem by a healthy discussion and co-operation. This is what we call 'group discussions' which motivates the students to perform in a team, show leadership skills and enhances the presentation capabilities as well. This is one of the best direct instructional methods.

The teaching methods for special education is a little different from the teaching methods and theories for others. The education is imparted to these students based on their strengths and weaknesses. The teachers cater to the special needs of the students like modification in the regular teaching program, use of supplementary aids that allows students to participate in the learning process. Different effective teaching strategies are adopted on the basis of the disabilities. Four kinds of provisions are adopted in special education and they are inclusion, mainstream, segregation and exclusion.

Apart from these defined methods, nowadays many other teaching methods in education are being adopted to give quality education. The methods like role-play, story or games, seminars, presentations, workshops, conferences, brainstorming, case study, educational trips and modern audio-visual aids like documentary films, computers, internet, etc have been introduced in education. These new methods have increased the pace of learning and understanding. This also enhances the capability of the students to research and logically think for a given problem.

Student Teacher Relationship

Student teacher relationship is certainly objectionable if it is there between a major and a minor.

But what about it, taking place between a major and another?

What does it mean being a major?

Doesn't it mean that you are matured enough to take the decisions of your life with a responsible independence on your own of your own?

In that case if an adult student decides to have sexual relations with her/his teacher, what is so wrong with it?

Will it disturb the equation of learning and teaching between the two?

I don't think it will, since such an equation depends not on their relationships but on the curiosity level of the personalities that both of them have.

Real strange people are we! We are not bothered about all the psychologically distorted sex between lesbians and gays, and are even making legislation's for them to get officially married for that matter; but when it comes to straight sex between two consenting majors, our morality gets hurt!

Relationship between students and teachers.

With the globalization and innovations in technology we keep learning about various relationships that have been developed between people. As a child goes to school now days, the first thing he learns is socialization. What ever he has learned from home is now polished at school.

Since human beings are social animals they build relationships with other human beings. A school going child first of all tries to build a relation with his/her teacher. A teacher’s character plays an important part on how good a relation a teacher can build with his/her students. If teachers understand every student and make an effort to bring in a positive change in each of the student then there is a strong relationship build between them.

A well developed student teacher relationship is the most beautiful and beneficial relation. Since a teacher can transfer his experiences of life and knowledge to his students by his/her relationship with them he can benefit the society.

They say if the pillars of a building are strong the building will be strong as well. Students’ i.e. young children are the pillars of a society and they can be made strong by building a healthy relationship with them. Gone are the days when parents and teachers could maintain a relationship of sanctity with the children, now they need to have a more friendly relationship with them.

With all the exposure children get because of the electronic media and the electronics around them they need to have a friendly relationship with their parents and specially the teacher otherwise they opt for learning through other means which will teach them wrong things probably. Because a good student teacher relation is one of the most beautiful relation two human beings can have. This relationship is intellectual and helpful for building a young ones mind and personality.

Accelerative Integrated Method (AIM)

A Foreign Language Teaching Methodology.

The foreign language teaching methodology known as Accelerative Integrated Method (AIM) uses gestures, music, dance, and theater to help students learn. The basic premise of AIM is that students learn and remember better when they do something that goes along with the words they are saying. For example, while the students say regard (to look), they hold their hands in front of their eyes in the shape of binoculars.

This "Gesture Approach" includes defined gestures for hundreds of essential French words, known as "Pared Down Language." The gestures are then combined with theater, storytelling, dance, and music to help students remember and use the language.

 Teachers have found great success with this integrative approach to language learning; in fact, some students achieve results comparable to those in full immersion programs, even when the AIM-educated students only study the language for a few hours a week. AIM is particularly well-suited for children, but it could be adapted for older students.

 Accelerative Integrated Method was developed by French teacher Wendy Maxwell. In 1999, she won the Canadian Prime Minister's Award for Teaching Excellence, and in 2004 The H.H. Stern award from the Canadian Association of Second Language Teachers. Both of these prestigious awards are given to educators who show great innovation in the classroom.

Teaching Philosophy

“ I have no question that students who learn, not professors who perform, is what teaching is all about…teachers possess the power to create conditions that can help students learn a great deal- or keep them from learning much at all. Teaching is the intentional act of creating those conditions, and good teaching requires that we understand the inner sources of both the intent and the act.” (Parker J. Palmer, The Courage to Teach)

The best teachers possess a unique ability to gently awaken and transform our assumptions and beliefs about the world around us. They awaken a sense of joy, creation and innovation. They challenge us; they make us believe; they inspire a sense of inquiry; and, they bring a sense of meaning and importance to our personal experiences. They inspire us to create positive change, and motivate us to be better and to do better.
From my work in instructional development, and through my own teaching experiences and attendance at a number of workshops and conferences focused on the scholarship of teaching and learning, I have learned that there are multiple approaches to improving teaching and learning in higher education; that a commitment to learner-centeredness is of utmost importance; and, at the same time, that context matters. Each teaching experience is unique – from instructor to instructor, semester to semester, discipline to discipline, course to course, and even from day to day.

I strive to implement an approach to teaching based upon a fundamental commitment to student engagement and active learning. Whether instructing a graduate research seminar in Landscape Architecture, or an interdisciplinary course on the theory and practice of university teaching, my teaching strategies are most informed by experiential and collaborative learning, peer development, critical inquiry and discussion, and a clear focus on student autonomy and responsibility for learning. My teaching strategies are informed by the simplicity of Kolb’s (1984) theory of experiential learning and the authenticity embedded within Mezirow’s (1990) theories of critical reflection and transformative learning. As such, course activities are intentionally designed to encourage learners to discover and apply new meaning, through a cycle of experience, awareness, reflection, practice and transformation.

I have found students are very receptive to learning strategies which establish a fundamental link between research, theory, and practice. As I continue to diversify and build my research agenda, I strive to bring these experiences into the classroom. I have used on-line learning journals to encourage a thoughtful integration of the course material, and am often inspired by the students’ learning progress and their ability to synthesize, critically examine, and transform the course material through their personal learning experiences. I have found that students appreciate being provided in-class opportunities that actively engage them in the learning process through critical inquiry, problem-solving, respectful debate and small-group discussion. I have learned the value of the peer review process, as students increase their knowledge of the course material, and discover the potential of providing effective feedback to others. I often incorporate both informal and formal peer review strategies as part of the assessment process.
 
From the first day of class, I encourage students to set clear learning goals. I develop mid-semester evaluations that encourage critical feedback regarding the design and delivery of the course, and also require learners to reflect upon their individual learning progress. I have found that students appreciate an instructor who is well-organized, approachable, enthusiastic and passionate about the subject matter. Throughout the semester, I do my best to learn and address each student by their name and to provide unstructured time to listen to their knowledge, ideas and concerns. I strive to intentionally align the course learning objectives, activities and assessment strategies, and to continually communicate this link to the students – in-class, on the course website, and in the objectives of each course assignment. I am aware that course assessment techniques have a strong influence on what, when, and how students structure their learning, and strive to ensure that there are sustained opportunities to receive and apply formative feedback throughout each semester, in order to foster a commitment to continuous improvement and learning.

In no way do I profess that I have succeeded in every teaching situation. However, I have learned from every teaching experience and am inspired to grow as an instructor. I am committed to a philosophy of continual improvement and am motivated to learn from: the advice offered by experienced instructors and colleagues; the scholarship of teaching and learning; my own reflective practice; and, most importantly, the feedback that I receive from students through informal mid-semester and end of the semester instructor evaluations.

My philosophy of teaching is certain to evolve as I discover the methods of teaching which enable me to effectively create a climate for learning that awakens a sense of joy, spirited curiosity, innovation and personal excellence. Like many, I am often challenged by an intrinsic fear of teaching – a fear which paradoxically drives my passion and commitment to university teaching and learning. In the end, it is the heart of teaching that embodies my passion for this profession. I simply could not imagine a more rewarding career.

References:
Kolb, D.A. 1984. Experiential Learning. Prentice-Hall Inc., New Jersey.
Palmer, P. J. 1998. The Courage to Teach. Jossey-Bass, San Francisco, CA.
Mezirow, J. 1990. How critical reflection triggers transformative learning. In Mezirow, J. (Ed.) Fostering Critical Reflection in Adulthood (Pages 1-20). Jossey-Bass Publishers, San Francisco.

Sex Education in The Philippines

The Department of Education is once again faced with another controversy.  This is because they have integrated sex education to elementary students as young as 9 years old.   Many parents, including the Catholic Church, have criticized this initiative by the Department of Education. 

The question now is, as a regular citizen, what can you really say about sex education integrated in elementary classes’ curriculum?  Are these beneficial or are we just feeding the curious mind of our kids?  I know this is a very sensitive issue; thus, if handled with great caution I think many will benefit.  However, we also have to consider that learning doesn’t stop in the four corners of our children’s classroom, nor at home- although these venues are major contributors in our children’s growth process.  

One major downside of this initiative by DepEd is that children might someday indulge themselves in sexual activities and might even master it, successfully avoiding pregnancy.  Surely contraceptive methods will be introduced in their agenda, but looking into the emotional impact of failed relationships to our children.  These kids will surely have relationships at a young age.  However, due to their immature decisions, most of the time it can just lead to failed relationships.  Girls/women will always be at a losing end.  

Therefore, my recommendation in this matter is to introduce sex education only to young girls; that, we should not only introduce the scientific part of sex education but also how to manage relationships without being taken advantage by men. 

What about you, what can you say about this realigned approach to sex education?

Teacher Advocacy

Recently I was asked to join a panel discussion in San Fernando, Pampanga hosted by The College Board, as part of their annual AP conference. The topic was Teacher Advocacy. There were four of us on the panel and they were kind enough to give us some general questions ahead of time so that we could be prepared.
Since this event happened during our blog’s annual month-long hiatus, and since the topic is particularly germane to we’re all about on this site, it gave me a great excuse to review my own beliefs about teacher advocacy. Besides that, being on a panel usually means that you don’t get to answer all the questions, even the ones you really want to answer. So here they are, the questions I was prepared to answer, and the answers I was prepared to give:

What exactly is Teacher Advocacy?
 Teacher advocacy is simply speaking up in support of teaching and learning and promoting those policies that improve the teaching and learning conditions in our country.

Why do teachers need to be advocates?
Of all the stakeholders in our education system, teachers are uniquely positioned to know which policies work and which ones don’t. While teachers may not have all the answers, they do get to see what all the answers look like as they play out in classrooms. When teachers see what works and what doesn’t work in schools, they owe it to their students to speak up.

How has Teacher Advocacy changed over the years?

Until fairly recently, the principle means by which teachers could advocate for their profession was through their union. And while that channel still exists, and is still unmatched in terms of political leverage and resources, it does have a serious limitation. Unions, by their very nature, are democratic organizations. Policy direction is decided by a floor vote during annual assemblies. The consequence of this process is that those members who disagree with the final vote essentially have no voice. I have witnessed, for example, a two hour debate at an NEA convention on whether the Association should support charter schools. The answer was no, but it was far from unanimous, and the thousands of teachers who voted to support charter schools were basically ignored.

Things have changed. With the rise of social media, anyone can broadcast their opinion. It just as easy to open up this website as it is to go to nea.org.  On the other hand, information consumers have also become diversified. We don’t all read the same newspapers and watch the same newscasts like we used to. People tend to seek information that confirms what they already believe.

What are the barriers to Teacher Advocacy?
Time, poise and training. Teaching well takes a tremendous amount of time. So does advocacy. Trying to do both comes at a cost, and if you aren’t extremely good at time management, something important is bound to be compromised.

Advocacy takes poise. You have to believe in what you have to say and have the confidence to speak up at the right time. Not every teacher can do that. I hear a lot of very informed, passionate talk in the staff room, most of which never goes anywhere.

Advocacy also takes training. The skill set teachers use in their classrooms is not the same skill set needed to speak up for the profession. A lot of passionate teachers simply don’t know how to articulate their passion clearly and concisely. All it takes, though, is a little training.

What are the most important principles of effective Teacher Advocacy?
Understanding, respect and articulation. Advocacy starts with understanding the issues, and understanding them from both sides. Usually (but not always!) that leads to a softer, more nuanced position. When you’re ready to state your position, it needs to be done respectfully. No one likes a shrill, harsh voice.  Finally, effective articulation is extremely important. Teachers who don’t speak or write clearly and competently not only make themselves look foolish, but they bring shame on the whole profession.
With that in mind, then, welcome to year four of Stories from School! We are a community of Teacher Advocates. We’re passionate about education and try to present our views clearly and respectfully, from a place of understanding. (We also love reading and responding to comments!)

Online Degree Program - link to a great Teacher Salary

Teacher salary rates are hardly opulent, but they are respectable, and a modest salary beats no salary at all. Having said that, be reasonably sure that the profession suits you before embarking on a teaching career. If you are not fond of – or genuinely dislike – children, young people or human beings in general, look for something else.

Otherwise, you, your administrators and your students will all be deeply disappointed. If you have thought it out and decided that teaching is something you would enjoy, then there are several ways to get started. In the new millennium, one way to begin pursuing your next career is to keep your present job while you earn a teaching degree online. There are a number of institutions that offer these opportunities, but there are also a number of reasonable precautions to be taken before you begin. First, if you want to earn a teacher salary in the area where you live now, check out your state’s certification and licensing requirements, and choose a school accordingly.

There are websites that exist specifically for this purpose. Another consideration that most of us can’t overlook is tuition cost. Ask hard questions and do not accept vague answers, particularly with regards to additional (“hidden”) charges. Don’t be afraid to do online research about your instructors, either. Your teacher salary may provide you with an income, but your work will impact many other lives for years to come. Seek out other individuals who have undergone training at the same school you are considering and ask for their opinions.

Finally, make sure that you have the time to commit to your studies, and then commit it. Your future teacher salary is nothing to fool around with. If you are pursuing an advanced degree, be sure that your new credentials will match the accreditation level that you are seeking and don’t settle for less. Do not repeat courses that you have taken before; you have already received credit for those. There are many other programs out there that can fulfill your requirements to the letter, so get what you came for in the first place.

Teacher Salary and Career Outlook

It’s a noble profession and one that brings a lot of personal satisfaction, however, it can’t be denied that a teacher salary and the job outlook is something to be considered before going to college for four years in this field. Know that in 2008, there were approximately 3.5 million jobs for teachers in the kindergarten, early education, middle education and secondary education fields.

Of course the number of jobs are spread out across the United States much as the population trends are. Understandably, the growth trends indicate that the cities and states that are growing the most are expected to need the most teachers. For example, states that are currently growing rapidly like Nevada, Georgia and Arizona will see a spike in teaching jobs in the years to come.

However overall by 2016, the enrollment K-12 is expected to drop and the need for teachers of these grades because of the children of baby boomers leaving the system. Because of that, in many areas a teacher salary could be expected to drop. The one way a student can help make themselves more marketable and command a larger teacher salary is to focus on the less populated subjects such as math and science. Additionally, if a teacher becomes certified in multiple subjects, they can have a better job outlook as they can switch concentrations if the demand dictates it.

As with most professions, the longer one stays in the education field, the more experience one gains, the more the average teacher salary can be expected to grow. For those wanting a larger income and a position of more responsibility, there are other avenues a teacher can climb in the educational corporate ladder.

Many teachers go on to become librarians, special education teachers, guidance counselors or administrators.

Depending on the school system, there are often times positions available such as senior or mentor positions whereby they mentor newer inexperienced teachers in addition to their own classes. If you’re looking to become an educator, there are many opportunities today and in the future and overall, the future is bright. However, having multiple specialties, being willing to move or take a position in a rural or urban area could be the key that gets you hired over someone else.

Earning a Teacher Salary

Anyone who is planning to become or teacher or is at least thinking about it more than likely feels as if they know what the job is all about and what the teacher salary all entails, however, the fact of the matter is that it’s hard for anyone to truly know what being a teacher is like unless a person has actually been one. That being said, this article will discuss what it’s like to be a teacher for those who are thinking about becoming one.

First off, a teacher earns his or her teacher salary by teaching children how to read, do math, write, and so on, however, keep in mind that each teacher will generally teach something different depending on grade level and the class type. Teachers need to make sure that they have a plan going into every class, too, and that means putting together lesson plans in order to make classes go as smoothly as possible. Keep in mind, though, that a teacher cannot do whatever he or she wants, either, as it’s up to the principal and what he or she says when reviewing a teacher’s lesson plans.

When the class is over a teacher’s job isn’t done. No, there is much more than just teaching involved when collecting a teacher salary. For example, once classes are over for the day teachers have to make sure they correct homework, create tests or try to come up with new and exciting projects to do for each class. To add to that, many teachers also have the opportunity to coach a sport at a school or be in charge of one of the many programs put together by the school.

Being a teacher can either be fun or it can be extremely frustrating, however, what’s so great about that is that it’s usually up to a teacher’s attitude. Teachers who have positive attitudes going into their typical forty hour work week are going to more than likely create a fun learning environment where kids are having fun but also learning at the same time, which makes the job easy for the teacher. Hopefully this article has been helpful to those thinking about becoming a teacher and acquiring a teacher salary and wanting to know more about what the job is like.

Finding a Job with a Good Teacher Salary

My father was a professional educator, and he always had a job search underway even when he was being paid a reasonable teacher salary. This was partly because he was always looking to do better for his family, but also because he knew that he had to start early to be on time for career moves in that profession. Teacher salary rates vary across the country.

For that reason, teachers must occasionally be willing to relocate for the sake of furthering their careers. This need not mean sacrificing quality of life for additional income, and education professionals are often advised to give considerable thought to their preferences and dislikes. This is especially important for teachers with young families, because the needs of others must also be taken into account. What is the point of earning more money if family members are unhappy about the place in which they live? Many other professions, including medicine, require lifelong continuing education.

 Teaching is no different if one wants to earn a top teacher salary. The world today is much different than it it was a decade or even a few years ago. If they wish to maintain relevance in the classroom, teachers need to stay abreast of current trends and new developments that pertain to their specialties. In addition, no teacher salary has ever suffered as a result of additional certification. The majority of teachers today hold a bachelor’s degree, period.

Continuing education can help a teacher’s resume to stand out from the rest. Speaking of resumes, education professionals are encouraged to take the spare time required to keep their resumes constantly current. By doing this, they can be ready to act as soon as a position with a good teacher salary becomes available. Institutions value preparedness in prospective faculty members as much as teachers value that trait in their students. Without overdoing it, resumes should mention any additional skills and experience that the teacher may possess outside of his/her chosen field of study. Teachers on the way up should also be willing to utilize these skills in their future employment situations without requiring additional compensation.

Bad reasons why your teacher might not correct all your mistakes

If at least one of the reasons above is true, there is no need to complain about your teacher or be suspicious of how they teach you. Not all teachers are perfect, however, so if you think it is one of the reasons below you might want to think about talking to your teacher, talking to the school manager or changing classes:

1. The teacher is lazy - This is not likely to be the reason why they don't correct you more often, as stopping students when they make mistakes is easier for most teachers than, for example, designing classes where students speak a lot or teaching students to listen to fast speech.
2. The teacher doesn't know you are making mistakes - All native speakers know when a non-native speaker says something that a native speaker wouldn't say, so this is only possible if you have a non-native teacher. If so, try asking them a direct question about whether something you say is correct or not. Even if they are still not sure, they can then go away and check in a book in the teachers' room or ask one of their colleagues.
3. The teacher doesn't know how to explain why what you said is wrong - This could be because the teacher is someone who has learnt English naturally and so doesn't know how to explain it, because the question is far above the level of the class, the question is above the level of the teacher, or that it is a part of language that there is no explanation for. You can help your teachers to become less nervous about answering such questions by allowing them to explain things to you another day after thinking about it and by sometimes accepting "There is no reason why the language is like that".
4. The teacher doesn't believe in error correction as a way of learning language - Some language learners and teachers believe that people should learn English as a Foreign Language exactly how babies learn their own language, without any error correction. The majority of teachers and researchers believe, however, that the right amount of error correction done at the right time and in the right way is a very important factor in successful language learning. If your teacher lets several classes pass with no error correction at all, try asking them if there is a special reason and if there will be more error correction in future classes.