Teaching Styles Effects on Children
Teaching Styles Effects on Children
While considering different teaching styles, it is evident that the most significant factor for children is the effects various approaches have on their education. The association between the dropout and teaching approach is often neglected in communities. Various studies have indicated, there is more likelihood of dropouts when learners sense that they are not part of the standard and traditional culture of the school. The potential to produce a healthy community is strongly linked with the teaching style ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a1ndihstcan","properties":{"formattedCitation":"{\\rtf (Kikas, Silinskas, J\\uc0\\u245{}gi, & Soodla, 2016)}","plainCitation":"(Kikas, Silinskas, Jõgi, & Soodla, 2016)"},"citationItems":[{"id":509,"uris":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"itemData":{"id":509,"type":"article-journal","title":"Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles","container-title":"Learning and Individual Differences","page":"270-277","volume":"49","author":[{"family":"Kikas","given":"Eve"},{"family":"Silinskas","given":"Gintautas"},{"family":"Jõgi","given":"Anna-Liisa"},{"family":"Soodla","given":"Piret"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kikas, Silinskas, Jõgi, & Soodla, 2016). The negative influence of school and community has produced a meaningful decline in the number of students who fail. An outline of bad teaching conduct has been associated with an increase in the dropout of children from schools (Meadows & Cashdan, 2017). The academic studies associated with social relegation have suggested that it depends entirely on the teaching method for students to stay or leave education. It has resulted in universal teaching practices that have delivered the requirements of the leading and positive culture for the students to decrease the number of dropouts. Schools that have a higher ratio of dropouts are associated with more strict disciplinary policies.
Executive Summary
By detecting the influence of school policies and rules on learners’ achievement and their connection with the teaching style, it is exposed that around 6 in 10 children were suspended or detained at least one time among their primary school years. Disciplinary actions such as strict policies have resulted in detaining children, frequently African and American children due to ethnic discrimination. These inferences pointed to the disciplinary approaches and teaching styles that have a notable influence on the consequences for children dropouts. Opposite results have been observed with similar strategies but adequate teaching styles such as motivational and student-centered approaches. It has been observed that students' dropouts are associated directly with the teaching method and teacher’s treating behavior in the classes, therefore, it is important to observe and evaluate different teaching styles and their impact on children.
Teacher-Centered Teaching Style
In a teacher-centered teaching style, children set all of the attention on the instructor. Teachers talk in teacher-centered style and the learners completely attend their session. In-class activities, students have to do everything by themselves alone and without the collaboration of teachers ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a27fo31oq4u","properties":{"formattedCitation":"(Kikas et al., 2016)","plainCitation":"(Kikas et al., 2016)"},"citationItems":[{"id":509,"uris":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"itemData":{"id":509,"type":"article-journal","title":"Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles","container-title":"Learning and Individual Differences","page":"270-277","volume":"49","author":[{"family":"Kikas","given":"Eve"},{"family":"Silinskas","given":"Gintautas"},{"family":"Jõgi","given":"Anna-Liisa"},{"family":"Soodla","given":"Piret"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kikas et al., 2016). Students have to stay quiet and class discipline is maintained appropriately in this teaching style. However, this teaching style is appeared to be boring for students and they do not effectively participate in their lessons. Teachers used to direct and deliver lessons in a way that students have to listen to attentively ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a2krurrr3pl","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). Since scholars acquire knowledge on their own and they study individually and create their results, this teaching style is proved to have a bad impact on students.
Student-Centered Teaching Style
In a student-centered approach, the students and teachers mutually participate in learning and teaching. This teaching approach includes working in groups, collaboration, and communication to deliver information and knowledge. This method allows students to participate attentively and interestingly and it also encourages students to collaborate and communicate with other students and teachers ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a562uoqhe5","properties":{"formattedCitation":"(Kikas et al., 2016)","plainCitation":"(Kikas et al., 2016)"},"citationItems":[{"id":509,"uris":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"itemData":{"id":509,"type":"article-journal","title":"Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles","container-title":"Learning and Individual Differences","page":"270-277","volume":"49","author":[{"family":"Kikas","given":"Eve"},{"family":"Silinskas","given":"Gintautas"},{"family":"Jõgi","given":"Anna-Liisa"},{"family":"Soodla","given":"Piret"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kikas et al., 2016). By utilizing this approach, teachers indirectly help children to learn and adapt communication and collaboration skills and capabilities. It helps them to participate in discussions and group activities which ultimately, help them to take interest in studies and school. This approach is most significantly involved in creating attention, concentration, interest in studies and schooling. Students show attentiveness and concentration towards questions, answers and complete tasks without any trouble. Good communication between students and teachers is important essentially for those students who have the least interest in studies and have poor academic results.
A positive interaction among students and their classmates is developed with this approach and the students needs to develop acquaintances among them. Student activities, classwork, group discussions, and problem-based learning is enhanced by the approach of student-centered teaching. It is substantially important and helpful for those students taking poorer grades in academics to work individually after their return home. Different studies have shown that schools with higher proportions of dropouts have teacher-centered approaches and strict disciplinary policies for students ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a11mejc1gbq","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). Certain synchronized approaches at schools, teacher-level collaboration, student facilitation, helping and encouraging environment can significantly reduce the number of dropouts from schools. Student counseling, modifications in specific impaired behaviors would be helpful for children to stay at schools. Student-centered approaches can help children to complete their elementary education successfully.
Problem-Based Teaching Style
Problem-based teaching styles include approaches that specifically focus on understanding and communication skills of children. It develops competence and creativity among students. Student level approaches are always helpful in generating academic skills and novel ideas in children to solve their problems. It helps children to think favorably, constructively and positively. This approach usually develops the cognitive thinking of children that ultimately helps them adapt to constructive behaviors ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a2l0mme18om","properties":{"formattedCitation":"(Kikas et al., 2016)","plainCitation":"(Kikas et al., 2016)"},"citationItems":[{"id":509,"uris":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"itemData":{"id":509,"type":"article-journal","title":"Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles","container-title":"Learning and Individual Differences","page":"270-277","volume":"49","author":[{"family":"Kikas","given":"Eve"},{"family":"Silinskas","given":"Gintautas"},{"family":"Jõgi","given":"Anna-Liisa"},{"family":"Soodla","given":"Piret"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kikas et al., 2016). These students will always look for solutions, explanations, and answers. Once they develop their cognitive thinking, they can easily adapt to any kind of situation and circumstance in their surroundings. This teaching style should be adapted at all school and college levels to integrate and grow children in a positive and constructive environment.
Technology-Based Teaching Style
The technology-based teaching style is effective in engaging students in schools and colleges to complete their studies successfully ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a2fpac5o3vi","properties":{"formattedCitation":"(Kikas et al., 2016)","plainCitation":"(Kikas et al., 2016)"},"citationItems":[{"id":509,"uris":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"itemData":{"id":509,"type":"article-journal","title":"Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles","container-title":"Learning and Individual Differences","page":"270-277","volume":"49","author":[{"family":"Kikas","given":"Eve"},{"family":"Silinskas","given":"Gintautas"},{"family":"Jõgi","given":"Anna-Liisa"},{"family":"Soodla","given":"Piret"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kikas et al., 2016). Various studies have shown that there are an amplifying request and constraint of today's learning organization to assure that scholars are well-equipped for the workgroup and can adjust in a multifaceted world. According to various surveys, technology-based training approaches assist and support education, cultivate the abilities of critical thinking, examination, and systematic analysis in children. Children learning objectives are significantly achieved through technology-based learning ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a3kthb6ir3","properties":{"formattedCitation":"(Kikas et al., 2016)","plainCitation":"(Kikas et al., 2016)"},"citationItems":[{"id":509,"uris":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"itemData":{"id":509,"type":"article-journal","title":"Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles","container-title":"Learning and Individual Differences","page":"270-277","volume":"49","author":[{"family":"Kikas","given":"Eve"},{"family":"Silinskas","given":"Gintautas"},{"family":"Jõgi","given":"Anna-Liisa"},{"family":"Soodla","given":"Piret"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kikas et al., 2016). Also, the interest and motivation for technology-based teaching are effective to engage students in education and studies. It boosts children's approaches to understand and grasp the information and knowledge more appropriately. For example, students with poorer academic results when placed to use technology in their education such as computers, smartphones, and other accessories will ultimately develop an interest in their studies and school. Engaging them in projects that enhance their capabilities and strengths for quality writing and study methods. Students who participate in technology-based projects have more collaborative skills, a higher level of understanding and information, more aware of solutions and have productive thinking. This method helps children to actively participate in classes and have access to real-world problems and solutions to motivate themselves for education.
Direct Teaching Style
Various studies support numerous features and aspects of direct teaching methods. Studies have identified that students learn more from a structured curriculum and syllabus instead of the randomized and unstructured syllabus. Teacher's lecture in structural form is very important to deliver appropriate information and knowledge to the children. Lectures should be in a collaborative approach rather than a teacher-centered way. Demonstrations with the help of videos and technology are significantly helpful for the learning of children. Teachers delivering lectures in the form of groups is a more effective way of improving the cognitive thinking of children. This method will develop collaboration among students ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"aq476t1vjt","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). Through this method and approach, children will learn that they all are the same, equal and important. It will ultimately result in good communication among them and they will positively approach each other. This approach can lead to a positive and collaborative class environment. It will discourage discrimination among children and also would help create social interaction between students. Teachers working with the group and their lectures about knowledge building can improve grades and results of students in assessments.
Effects of Teaching Styles on Children
In most of the circumstances, students develop their skills in social life such as critical thinking, self-confidence, self-efficiency, self-control, and cognitive style. School going children need both school-based and home-based attention to adapt to healthy behaviors. Educational dissatisfaction, exclusionary punishment principles, and disappointment have been documented as essentials for students who often drop out of schools ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a2h0k0c2g9s","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). However, studies have conducted to find out the risk factors that contribute to the increased number of dropouts from schools. The characteristics such as sympathetic management, devoted and friendly workforce, and good educational practices also assist in the reduction of youth delinquency. It has been observed that various school-level features can significantly support decreasing the number of dropouts.
Majority students suffering from inner dissatisfaction or disappointment have higher proportions of dropouts due to one-sided philosophy that may include immature or developmentally halted opinions, bad judgment or absence of hope from teachers, incapability to regulate feelings and use of power and fierceness to attain achievement. Institutes implementing better policies and better management have significantly reduced the threats and risks of the dropouts. Those schools that device better administration policies concerning discipline have better outcomes in academics and reduced dropouts’ rate.
The research and studies have shown that school-level disciplinary policies, teaching methodology, punishment practices, and the organizational role are very influential to control several dropouts in academic schooling. The examination of different studies has recommended that primary and elementary level syllabus should be intended in such a way that it must upsurge protective relationship to reduce anti-social behavior. The curriculums that are developed and have the strength to improve student’s cognitive thinking are significantly helpful to develop students’ interest in studies and school ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"avcl5iuq96","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). Curriculum and syllabus should be designed to improve a student's learning abilities. Sympathetic feelings and better teacher-student relationships will ultimately result in a student’s interest in schools. Social, economic and environmental factors also influence and modify behaviors of school-going children. Concentrated efforts and struggles from teachers and parents can improve student's attitudes towards education.
Teachers need to engage students in learning activities. The teacher has to decide what should be learned in class. The skills, attitudes and positive learning environment of the class will motivate students to learn. Teachers need to adapt the student-centered approach to teaching children in schools. Teachers should assist children in learning, class lessons and assessments to improve their skills and abilities. Teacher centered approach should be avoided in schools particularly for poor grade students. It will ultimately encourage them to skip classes and schools.
Behavior is a noticeable consequence of the educator that influences the children's performance in various activities in schools. Behaviors of children can be positive or negative, it can also be ineffective or effective. A positive and constructive behavior yields the necessary results in academics. Children's responses are different in different circumstances. Behaviors affect the performances and activities of children. The most obvious and prominent behaviors in children are doing, feeling and thinking ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a3mrrikfk9","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). The development of cognitive thinking and positive feeling is important for students to learn. The major domains that need to be developed through teaching style positively and progressively are cognitive, psychomotor and affective domains. Cognitive thinking is associated with intellectual abilities, thinking, and knowledge. Affective domains are linked with an individual's ability of interest, attitude, and adjustment. Psychomotor is a domain that is developed with motor skills and perceptual skills.
Teaching with Motivation
A motivating instructor can escalate the understanding of the learner and improve their abilities and individual features. It comprises of socio-emotional and mystical thinking along with cognitive performance, which is additionally required to be fixed in children through teaching. Individual characteristics are embedded in spirits and opinions that cannot be perceived openly through the outdated approaches and are challenging to recognize. An educator should be capable to establish the tutorial room, have comprehensive knowledge of the classroom and examine analytical questions that target student's characteristics. Active educators have comprehensive and complete information on the topic. They spend time with students individually to motivate them for studies. They establish a considerate and affectionate atmosphere for the children. These teachers give importance to every child in the class. An educator must recognize the talent of collaboration and communication ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a1h49d3vl1j","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). An enormous number of researches have exposed that personal relationships among students and educators are very significant for children's inspiration and success in all matters. Therefore, the strong teacher-children interpersonal association is significant and mandatory for scholars to participate in learning and education.
In learning psychology, children's motivation is a significant element that subsidizes the education process. Numerous examinations have been accompanied that analyze the importance of motivation in education. The fundamental inference of children’s motivation seems to place the procedure of "how" children are trained instead of "what" they are taught. It is often described as an influential element to develop the interest of students towards learning and education. Motivation has been designated as a method that comprises of the directive and inspiring qualities in teaching. It ultimately, give children direction for the cognitive and investigative behaviors to persist and flourish in the right direction. If the motivation of a student drops down or develops negatively, the entire process of cognitive development would be disturbed and halted.
Teaching with Passion
Perhaps it is more important for teachers to select teaching as a profession if they are passionate about it. Several studies have shown that "passion for students" as an important attribute for a successful teacher. This passion creates the teaching truthfully operative and is more close to determination ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a16auhkb67q","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). To become an elementary and primary level teacher is not constantly easy. Teachers of this level usually have many challenges particularly physical and psychological. Though, if the teacher feels that they can make a difference in a student's life, they should opt for this profession. With passion, teaching would be a sense of achievement and satisfaction for them. With this enthusiasm, the teacher will deliver their lectures and take their classes with concentration and will sustain it throughout their career of teaching. There is a need for such passion and enthusiasm for teachers to educate students and children. It would help students to be able to take interest in their studies and education.
Teaching with Perseverance
It is another important characteristic of teachers which is mandatory for passionate teaching. It is also termed as dedication and tenacity. Researchers have shown that tenacity is required to fight for routine challenges and after strength to cope with these challenges. Dedication will improve teacher’s teaching skills and capabilities. Children are closer to those teachers who show empathy, dedication, and care for their children. Teaching with perseverance will prepare a teacher as a good advocate that would ultimately result in a long-term relationship with children. Students and children with poor grades need attentive and dedicated teachers.
Teaching with Willingness
Another associated distinctive characteristic of teachers is the readiness to take risks. Prosperous teachers are keen to take every kind of challenge and risk to accomplish their teaching goals and objective for their children. Taking risks is not always easy, it is a no answer for not settling in situations that can improve the quality of education delivery to children.
Findings
It is observed that major and significant characteristics required for teachers to make a difference in children's lives are perseverance, empathy, dedication, passion and truthfulness to teaching. It is all in teacher's hands-on how some students get their education with achievement in schools and some fail to manage their education. Problem-based learning and technology-based learning should be encouraged to promote in schools among children because these methods will develop cognitive and creative thinking in students ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a291t29v12d","properties":{"formattedCitation":"(Kikas et al., 2016)","plainCitation":"(Kikas et al., 2016)"},"citationItems":[{"id":509,"uris":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/LJRZIUFH"],"itemData":{"id":509,"type":"article-journal","title":"Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles","container-title":"Learning and Individual Differences","page":"270-277","volume":"49","author":[{"family":"Kikas","given":"Eve"},{"family":"Silinskas","given":"Gintautas"},{"family":"Jõgi","given":"Anna-Liisa"},{"family":"Soodla","given":"Piret"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Kikas et al., 2016). By utilizing these approaches, students with bad grades, inferiority complex and other related psychological issues would be able to take interest in studies. A student-centered approach and direct teaching methodology would be the best teaching approaches for children of growing age. The knowledge and learning are not always student's preferences; however, a good teaching style can make learning a stimulating thing for the children.
The characteristics of perseverance, empathy, passion, and willingness can make a classroom the most favorable setting for children. These characteristics will encourage teachers to apprehend the specialized approach in teaching children. It is significant to consider a specialized approach because it helps in various valuable ways to develop student’s cognitive thinking ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"aebh9iqdo8","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). With these qualities, a teacher can handle all kinds of students as some children are intelligent and some children are very idle in education. Those who fail to accomplish success and fail to complete their education are very much under the influence of bad teaching, racism, and discrimination. Teaching is a profession where these elements should be discouraged. The teacher should know how and where to apply which theme to get the best from the students.
Conclusion
Educational organizations of any republic can deliver the assurance of achievement and success for their countries. The educators can pass the qualitative modifications in nurturing the values of learning, which certifies the wellbeing, development, and success of a country. For this determination, it is essential to perform the study in the relative arena so that the training abilities can be enhanced. This study will support a lot to comprehend how the performance of the instructors and scholars can influence the learning development of the children. Educators who have interactive abilities and optimistic behavior can significantly influence the knowledge and accomplishment of the children in classrooms. The study will assist teachers to opt the specialized approach to help in various valuable ways to develop student’s cognitive thinking. Some children are sharp and intelligent while some children are very idle in their academics. In such circumstances, the educator should collaborate with their children, and effort for the progress of children in their education ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"a1er8ma4l1j","properties":{"formattedCitation":"(Zee & Koomen, 2016)","plainCitation":"(Zee & Koomen, 2016)"},"citationItems":[{"id":511,"uris":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"uri":["http://zotero.org/users/local/p8kwKNoG/items/29NCXXGH"],"itemData":{"id":511,"type":"article-journal","title":"Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research","container-title":"Review of Educational research","page":"981-1015","volume":"86","issue":"4","author":[{"family":"Zee","given":"Marjolein"},{"family":"Koomen","given":"Helma MY"}],"issued":{"date-parts":[["2016"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Zee & Koomen, 2016). However, it is understood that the behavior and teaching approach of a teacher can have the strength to modify students and also have the power to destroy a student's futures. Teacher's motivation and interest towards their children can essentially increase the motivation of students, their learning capabilities, completion of their education successfully and interest in their education that will ultimately result in success.
References
ADDIN ZOTERO_BIBL {"custom":[]} CSL_BIBLIOGRAPHY Kikas, E., Silinskas, G., Jõgi, A.-L., & Soodla, P. (2016). Effects of teacher’s individualized support on children’s reading skills and interest in classrooms with different teaching styles. Learning and Individual Differences, 49, 270–277.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015.
