Elementary education involves the initial stages of the formal system of education. It is also commonly referred to as primary education and is designed for pupils aged approximately between five and thirteen years. Notably, this phase of tuition is often preceded by selected learning for children below five years of age and after that succeeded by secondary schooling (Santiago Schwarz and Hamman-Ortiz 2). It is aimed at the acquisition of numeracy, literacy, communication skills, and creativity amongst the learners. The field also focuses on the development of the capability for rational decree, critical thinking, and aspirations for further learning. It is also tasked with the nurturing of distinct talents, self-discipline, social morals as well as dutiful and ethical values. Finally, it aims at instilling respect and appreciation for human dignity, multicultural co-existence, and patriotism for the country.
Several questions have been raised by scholars regarding the basic education phase as part of formal tutelage. Some of them include whether the training structure serves the need for pupil preparation to assume substantial roles in the future, and the ideal skills and roles of the instructors in curriculum delivery. Others are queries regarding the desired learning setting for effective results, the most effective model to evaluate the knowledge gained by learners, and the role of government in promoting the sustainability of elementary edification. In an attempt to unravel the underlying broad range of questions, educational philosophers undertake the exploration of informative tools and principles (Pateman 36). The discourse utilizes the existing study-oriented curricula and other validated subsidiary materials used for preparing the students. The resources assist the scholars in the provision of up-to-date information, revealing instructional undertakings given by educators, the questions asked to the learners, and the sequential indoctrination trajectories.
Elementary pedagogy encompasses mentees in their years of rudimentary schooling. Consequently, the children are involved in the composition of scripts, which usually do not cover all text structures. The configuration of the manuscript often includes abridged styles of the text alignment. The genres require composing texts which are read out and are of various types. Such genres get exhibited based on approach, explanation, recount, persuasion, information report, and narrative (Santiago Schwarz and Hamman-Ortiz 5). The procedure entails instructing pupils on how to undertake a simple task as well as retelling the steps to be followed. Explanation demands clarification on the circumstances leading to the occurrence of something. Recount entails retelling a sequence of events while information report gives description and classification of typescripts. The narrative genre is aimed at entertaining and amusing children. Finally, persuasion necessitates the inclusion of the pupils in the argument and discussion of a script or issue.
Many pieces of writing centered on the field of elementary andragogy are in existence. One of them is the study on the impact of teaching and a teacher on the behaviors and attitudes of learners. The research focuses intensively on the ways in which educators affect the attainments of the students in standardized evaluations (Blazar and Kraft 146). The analysis reveals that trainers greatly impact the self-efficacy and performance of the apprentices in the classroom. The guiding practices of the tutors that contribute to those adverse effects in learners constitute the organization of the mentors in the classroom and their emotional care. The study also points out that trainers with the ability to improve scores on tests often fail to enhance the behaviors and attitudes of the students. The study finally introduces an empirical suggestion on implementing multidimensional teaching that aims at identifying and improving the teaching strategies and skills of the instructors.
The study utilizes three key research questions in the exploration of the prevailing topic. The first inquiry aims at ascertaining the extent to which the behaviors and attitudes of the learners get affected by the teachers. The inquiry then tries to find out the degree of the effects on the performance and insolences of the scholars by the specific practices of teaching. Finally, the authors pose questions on whether instructors with the capability of raising outcomes of test scores are effective in nurturing and instilling positive attitudes and morals amongst students (Blazar and Kraft 147). In addressing the research questions, the study draws information from the NCTE (National Center for Teacher Effectiveness). The piece of writing also points out the utilization of categorization surveys, which facilitated the capturing of the behaviors and attitudes of the learners in the classroom.
From the highlighted research outcomes, it is evident that the educators had significant implications on the self-reported behaviors and attitudes of the learners. A substantial variation in the test scores by the students and cheerfulness in the class were observed, as impacted by the pedagogues. The upskilling methodologies, emotional support, and presentation errors by the tutors greatly impacted the happiness and test scores. The writer also deduced that the coaches were unequally efficient in improving the test score and enhancing attitudes and behaviors.
In the foregoing research, the writers made an in-depth reference and critical analysis of the literature by the predecessor studies in the field. Such reviews included the high-quality training conceptualization by Pianta and Hamre, the student-teacher interactions by Burchinal et al., the role of trainers in primary schooling Jennings and DiPrete, amongst others (qtd. in Blazar and Kraft 148). Notably, the author also credits the authors of the utilized works by ensuring that relevant citations are incorporated.
Works Cited
Blazar, David, and Matthew A. Kraft. “Teacher and Teaching Effects on Students’ Attitudes and Behaviors”. Educational Evaluation and Policy Analysis, vol. 39, no. 1, 2016, pp. 146-170.
Pateman, Trevor. Key Concepts: A Guide to Aesthetics, Criticism and the Arts in Education. Routledge, 2016.
Santiago Schwarz, Vanessa, and Laura Hamman-Ortiz. “Systemic Functional Linguistics, Teacher Education, and Writing Outcomes for U.S. Elementary English Learners: A Review of the Literature”. Journal of Second Language Writing, vol. 49, no. 100727, 2020, pp. 1 – 12.