Quality of teaching – Communication

The quality of teaching is essential to ensure that the next generation is equipped with the knowledge to progress further. However, the quality of teaching is not solely dependent upon the teachers but society as well. Thus, parents’ importance with their children’s schoolwork encourages their children to become more attentive in school. The development of communication between parents and teachers will ensure the student’s needs are met. 

Wyse (2008) argues that a review is needed into teaching quality, with an urgent change to the assessment system to ensure society is receiving its money’s worth. These students are the next generation, and the increasing government control may be causing harm, arguing that the narrowed curriculum could affect the quality of learning and teaching (Wyse, 2008). Teachers need to establish what is expected from them and review the sustainability of the plan the schools are enforcing (Nikel, 2007; Wyse, 2008). If the school’s plan is unsustainable, the quality of the teaching will cripple under pressure. Thus, the importance of the relationship between leaders and teachers is imperative. Leaders need to provide additional support for teachers to ensure they can provide one to one support to students if needed (Chroninin, 2013). As without tailored support, a student who is struggling may begin to disengage with teachers. Teaching students factual information will not directly result in progression; students need to feel encouraged and supported to solve their problems (See, Gorard and Siddiqui, 2017; Chroninin, 2013). Thus, allowing the teacher to facilitate their education and the students to educate themselves. Therefore, this empowers students and involves them in their learning progress, rather than the students regurgitating their teachers’ information. 

The relationship between students and teachers relies upon effective communication, and teachers can share their knowledge by fostering a more productive integrated approach to teaching (Kirby, Keary, and Walsh, 2018; Herman et al., 2015). Thus, in doing so, creating an engaging class. Eriksson, Bjorklund Boistrup, and Thornberg (2017) explain that the feedback’s complexity could affect the child’s understanding of the feedback. Subsequently, affecting their ability to act upon it. Chroninin (2013) suggests that teachers need to ensure they develop assessment strategies that focus upon the students receiving good quality feedback. Without precise feedback, students will struggle to progress further successfully. A strong bond between students and teachers is essential to allow them to share any concerns or worries they may have from their home life. Thus, providing an over-arching supportive network. Effective communication is an essential part of teaching, as poor communication will affect the student’s engagement levels (Kirby, Keary, and Walsh, 2018; Herman et al., 2015). 

Furthermore, this feedback should assist in future planning and ensure that their lessons meet the needs of their students. Eriksson, Bjorklund Boistrup, and Thornberg (2017) suggest there are challenges for teachers to maintain the quality of teaching and provide helpful feedback if there are additional challenges within the classroom. For instance, if the class is overprescribed, teachers may have limited time to engage with the students at total capacity, affecting the overall feedback quality. Teachers are under immense pressure due to the increasing pupil numbers and the long demanding hours. The lack of professional recognition, poor support, and disruption within the classrooms has increased teachers’ burnout syndrome (Mearns and Chain, 2010: Antoniou, Ploumpi and Ntalla, 2012). Their role’s chronic stress leads them to emotional exhaustion, consequently leading them to resign from teaching (Antoniou, Ploumpi, and Ntalla, 2012). 

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