DB 1-Arlene

Arlene’s Perspective on Teaching

Arlene says that teachers should employ specific methods that allow kids to develop self-control and leadership abilities. The necessity to adapt instructions to meet the needs of students and the development of solutions both contribute to improving the academic environment. The author, however, does not recognize that kids’ respective homes are where discipline begins. A teacher might find it challenging to chastise a student who receives necessary parental backing. Therefore, parents play a crucial part in encouraging excellent practices for their children, just as much as it is the job of teachers to make sure that kids are well groomed about behavior. On leadership skills, both teachers and parents should nature students’ skills on headship matters for a better future. Also, students’ success hinges heavily on the combinational efforts of teachers, students, and parents (Hernández et al, 2017). It shouldn’t be left in the hands of teachers alone.

Jensen’s Perspective on Teaching Talented and Gifted Students

The teachers of talented, gifted, and intelligent students according to Jensen should be effective, logical, and have a more in-depth comprehension of the subject they are teaching. The notion is a bit weird as all teachers attend similar training institutions and are tasked with all challenges faced by students. Hence, it takes intelligent, gifted, and talented students to make of teachers appropriately. All teachers upon acquiring the needed training are capable of handling all kinds of students (Zee, de Jong & Koomen, 2017). However, I agree with the sentiments of Jensen that teaching is usually a call and commitment towards assisting those who are thirsty for knowledge. Teachers stay in the teaching fraternity due to the passion they have towards supporting in bringing about the success to younger minds. Thus, teaching is deemed to be a call from the Almighty, which is true.

References

Hernández, M. M., Valiente, C., Eisenberg, N., Berger, R. H., Spinrad, T. L., VanSchyndel, S. K., ... & Thompson, M. S. (2017). Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality. Early Childhood Research Quarterly, 40, 98-109.

Zee, M., de Jong, P. F., & Koomen, H. M. (2017). From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship. Contemporary Educational Psychology, 51, 37-50.