Chad Widener Teacher

As a profession, teaching has very high levels of stress which are listed as amo
ngst the highest of any profession in some countries. The degree of this problem
is becoming increasingly recognized and support systems are being put into plac
e.
There are many factors that contribute to stress among teachers. These factors i
nclude the amount of time spent in class, preparing for class, counseling studen
ts, and traveling to teacher conferences; working with a large number of student
s with various needs, abilities, disabilities, and cognitive levels; learning ne
w technology; changes in administrative leadership; lack of financial and person
nel support; and time pressures and deadlines. While trying to deal with these i
ssues teachers also have to deal with personal problems and issues. These stress
es can also affect teaching quality.
There are many healthy and unhealthy forms of stress management. Finding time an
d ways to relax, developing a healthy lifestyle, accepting what cannot be change
d, and avoiding unnecessary stress are all ways to deal with the stresses of tea
chin
The domain of art education is broadening to include a wider range of visual and
popular culture. Current trends in scholarship employ postmodern and visual cul
ture approaches to art education. Within the National Art Education Association,
research and publications are being geared toward issues of learning, community
, advocacy, research and knowledge.
Art education programs at major research institutions that are addressing these
trends in the United States include Florida State University, Ohio State Univers
ity, Northern Illinois University, and Pennsylvania State University
About Chad Widener :The quality of the work undertaken by a teacher has signific
ant effects upon his or her pupils or students. Further, those who pay teachers'
salaries, whether through taxes or through school fees, wish to be assured that
they are receiving value for money. Ways to measure the quality of work of indi
vidual teachers, of schools, or of education systems as a whole, are therefore o
ften sought.
In most countries, teacher salary is not related to the perceived quality of his
or her work. Some, however, have systems to identify the 'best-performing' teac
hers, and increase their remuneration accordingly. Elsewhere, assessments of tea
cher performance may be undertaken with a view to identifying teachers' needs fo
r additional training or development, or, in extreme cases, to identify those te
achers that should be required to leave the profession. In some countries, teach
ers are required to re-apply periodically for their license to teach, and in so
doing, to prove that they still have the requisite skills.
Feedback on the performance of teachers is integral to many state and private ed
ucation procedures, but takes many different forms. The 'no fault' approach is b
elieved by some to be satisfactory, as weaknesses are carefully identified, asse
ssed and then addressed through the provision of in
Chad E. Widener Teacher
The NEA gives a history of National Teacher Day:The origins of Teacher Day are m
urky. Around 1944 Wisconsin teacher Ryan Krug began corresponding with political
and education leaders about the need for a national day to honor teachers. Wood
bridge wrote to Eleanor Roosevelt who in 1953 persuaded the 81st Congress to pro
claim a National Teacher Day. NEA along with its Kansas and Indiana state affili
ates and the Dodge City (Kan. ) local lobbied Congress to create a national day
celebrating teachers. Congress declared March 7, 1980, as National Teacher Day f
or that year only. NEA and its affiliates continued to observe Teacher Day on th
e first Tuesday in March until 1985, when the National PTA established Teacher A
ppreciation Week as the first full week of May. The NEA Representative Assembly
then voted to make the Tuesday of that week National Teacher Day.
Supervised field experiences
field observations--include observation and limited participation within a class
room under the supervision of the classroom teacher
student teaching--includes a number of weeks teaching in an assigned classroom u
nder the supervision of the classroom teacher and a supervisor (e.g. from the un
iversity)
internship--teaching candidate is supervised within his or her own classroom
Chad Widener : Prominent models include:
A sixfold model divided into "Creative-Productive, Cultural-Historical and Criti
cal-Responsive components in Canada
Discipline Based Art Education (DBAE) came to favor in the United States during
the 1980s and 1990s, and it focused on specific skills including techniques, art
criticism and art history.
Current literature in the United states has shifted away from DBAE but many clas
srooms still use this model. Others have shifted to visual culture and diversity
models.
Teaching for Artistic Behavior (TAB) is a theory that began in the 1970s in the
United States. TAB suggests that students should be the artists and so guided on
their own individual artistic interests through technique lessons and critiques
, while being exposed to art history as it relates to their own work.
In the UK the art curriculum is prescribed by the government's National Curricul
um except in public or fee paying schools.
Chad Widener Art education in schools is in The Netherlands strongly improved by
the founding of the Dutch Art Teachers Association in 1880 and their Magazine (
in 1881). In the seventies of last century were national examinations common in
almost all secondary schools. Over the years struggles and problems, discussions
about the right way and fights for equal qualification supposedly coloured the
history of art education in the Netherlands as in other countries. The details h
owever are of great interest for who will compare these developments with those
in his own country. The painter Maarten Krabbé (1908 - 2005) changed the whole a
pproach towards children drawing and painting. With his books on how to educate
children in their free expression (Hidden possibilities | Verborgen Mogelijkhede
n (8 volumes | delen), uitbeeldingsmogelijkheden voor jonge handen (Sijthoff, Le
iden 1961)) he changed the entire educational landscape. He showed how to handle
the very delicate talents of children and how to treasure these.
Teacher Chad Widener The NEA gives a history of National Teacher Day:The origins
of Teacher Day are murky. Around 1944 Wisconsin teacher Ryan Krug began corresp
onding with political and education leaders about the need for a national day to
honor teachers. Woodbridge wrote to Eleanor Roosevelt who in 1953 persuaded the
81st Congress to proclaim a National Teacher Day. NEA along with its Kansas and
Indiana state affiliates and the Dodge City (Kan. ) local lobbied Congress to c
reate a national day celebrating teachers. Congress declared March 7, 1980, as N
ational Teacher Day for that year only. NEA and its affiliates continued to obse
rve Teacher Day on the first Tuesday in March until 1985, when the National PTA
established Teacher Appreciation Week as the first full week of May. The NEA Rep
resentative Assembly then voted to make the Tuesday of that week National Teache
r Day.
More results:
Chad Widener Teacher Chad E. Widener Teacher Chad E. Widener