Most of the schools globally have tried to provide adequate care to the many children they are handling at school. However, there has been some exception where some kids playing in the field get some injuries, and since the teachers are not able to monitor them all, a child may be neglected for this reason (Dunham, 2002). In this case, where the news is in the media about child neglect in the playground, the administrator or the teacher should write a letter very first to the press department to explain the situation and how it happened. The teacher should also write to the ministry of education about the incident to tell them that the event took place at the playground without the watch of the teachers (Gold & Roth, 2013).
To prevent such occurrences from happening again, the school administration should do the following. First, the school should make plans to install cameras all around the school to allow a close monitoring of everything that might be happening in the school compound. Additionally, before the installation of the secret cameras within the school, the teachers should employ someone to be on the field and watch the children as they are playing so as to solve such cases when they happen. The administrator should make sure that the teachers on duty are in the field monitoring any incident that might occur. Moreover, as the licensing authority, I will make sure that the teachers who were on duty that say are fined and disciplined to prevent such kind of negligence from happening. Besides that, I will make sure that the school has set a well-documented initiative of ensuring that the teachers are super active to respond to such cases in school compound (Christensen,2008).
As the manager of early childhood center and in charge of the recruiting process of the children joining the institution, I will ask the following questions to the parent (Credé & Phillips, 2011). First, does your child have any chronic condition that he or she has been born with? Does your child have an easy time in getting along with other children or does he or she finds it difficult? I will ask the parents to kindly provide vivid information about the child’s habit, whether is a quiet or troublesome child? In the case where the child had joined another school earlier, I will ask the parent to give details of the previous school and why they are taking the child out of that school. Moreover, I will also request the parent to disclose any habit of the child while alone in the field, does he or she like touching or playing with electrical appliances or anything he or she finds on the way (Duncan & McKeachie,2005).
It is imperative to know about the information asked above from the parents. Something about the previous health problems of the child with asthma and other chronic conditions will help the teachers to discern a way of handling the child in the case of something like that to take place while the child is in school. This medium will help the teachers to design and have the emergency tools in place to handle the situation (Schunk, 2005). Moreover, information like the habit will assist the teachers in knowing the child and will not allow the child to walk around alone since he or she might tamper with the electrical appliances and course harm to herself and the school at large. Ideally, all the questions are relevant and will aid the teachers to know more about the child and put measures to control and monitor the kids with caution.
There are different types of models representing a professional educational development. The models are divided into three main groups; the standardized TPD programs model, the school centered or oriented TPD model, and finally the individual or self-directed TPD model. All of the above TPD models can be used in very low resource environment since they can be supported by ICT programs to deliver the essential messages to the intended group of people. It may involve using the radio or rather Television to broadcast lessons. The models are very much important or the development of the profession of the teaching skills where the teachers are expected to learn from themselves and also practice and get relevant information. The TPD models have been applied to many educational, professional studies that give them the best direction on the way to go about teaching the educators to go further and deliver the same information to the people (Cannon, 2007).
The standardized model always depends on the training based approaches where the presenters shares the skills and knowledge with a large group of people or educators using various means of media such as face to face, online means or probably broadcast to reach many people. These models make it easy for the professional presenters to gain confidence as they speak to various people hence boosting their skills and knowledge (Schrum, Galizio & Ledesma, 2011). The self-directed model is perhaps where the teachers are asked to find out their professional goals and then come up or rather choose several activities that will help them achieve their targets in the teaching profession. This medium will mainly involve watching videos about the classroom matters and this help the teachers to self-dependent through their gathering of the information relevant to the teaching profession. Moreover, the site-based model takes place in training schools like the colleges to impart the teachers with appropriate materials or skills about the classroom matters. This model tends to bring people together to talk about the local issues to the public.
The educator benefits so much from the three models that are present in the learning career. Based on the self-directed model, the educator will be able to learn by himself or herself through self-motivation and develop her skills to enable them set and achieve the targets. This medium will enable the educator to work well during classroom and giving the best delivery services to the intended group (Dalton & Roush, 2010). The site-based models aid the instructor to stay and learned from the teaching of other professional people around. This enables the professor to gather additional information that they could not have achieved alone. The models allow close interaction between the educator and hence an efficient learning from one another. Additionally, they act together in a collaborative manner to solve some problems that might exist within the systems. The sharing of the information is also essential for the educators to enable them to understand in getting along with the other teachers whom they will work within various areas.
Cannon, T. H. (2007). Closing the digital divide: An assessment of urban graduate teacher education students’ knowledge of information literacy and their readiness to integrate information literacy into their teaching.
Christensen, L. M. (2008). Sticks, stones, and schoolyard bullies: Restorative justice, mediation and a new approach to conflict resolution in our schools. Nev. LJ, 9, 545.
Credé, M., & Phillips, L. A. (2011). A meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21(4), 337-346.
Dalton, E. M., & Roush, S. E. (2010). Assistive and educational technology standards and teacher competencies in relation to evidence-based practice: Identification and classification of the literature. Journal of Special Education Technology, 25(2), 13-30.
Dunham, J. (2002). Stress in teaching. Routledge.
Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational psychologist, 40(2), 117-128.
Gold, Y., & Roth, R. A. (2013). Teachers managing stress & preventing burnout. Routledge.
Schrum, L., Galizio, L. M., & Ledesma, P. (2011). Educational leadership and technology integration: An investigation into preparation, experiences, and roles. Journal of School Leadership, 21(2).
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94.