Time Management Strategies for Teachers in South Arabia - Essay Sample

Introduction

Teachers in south Arabia experience a flux of challenges while teaching their students in class as compared to a situation in the United States. The environment in class is not positive or encouraging resulting in wastage of much time. However, from the research project, there are a vast number of solutions to resolve the issues that affect teachers in South Arabia. For instance, time management strategies used in the US such as Cafe and Daily 5 will curb most challenges that teachers face. The reasons for the project include but not limited to helping students understand what they are taught as well as the curriculum, organize and plan for teachers lessons, and reduce pressure resulting from time constraints.

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The Cafe strategy is a visual principle of learning and reading which is organized under four categories to help a learner to understand the skills taught in class and what they are gaining. The categories include comprehension, accuracy, fluency, and expanding what they are taught begging from the vocabulary and general skills (Sinkovics, Hoque, & Sinkovics, 2018). The steps assist to take a student through the whole learning and reading experience to enhance evaluation. The process of what is learned is recorded in the Cafe menu due to its role in the improvement action and evaluation of learning and saving time. This takes a different paradigm in the fact that, in the absence of teachers, students are able to control their behavior by practicing the skills. In fact, the strategy creates aspects of independence among the students.

Cafe strategy is highly flexible because it played the role of teachers thereby making learning and reading easy. Using the cafe menu, it serves as references tool through which student's counter check their progress and experience when going through the categories. As from the reasons for carrying the research in the US, making students understand reading and learning is the main goal. The strategy illicit the implication of passing through the four categories hence engaging students to the act of reading, make them feel focused on what they need to know, and deliver what they gain by expanding the vocabulary. The aspect can be achieved by organizing students into groups then finally introduce a sustained silent reading (SSR) perspective to develop fluency and other reading skills ((Stevens, Walker, & Vaughn, 2017). Cafe also serves as a system that helps teachers understand students, evaluate them and synthesize them according to the purported curriculum.

Daily 5 is used to host teachers in class and create fluency amongst students when reading and learning. It is also used to arrange time thereby making it be a strong strategy in time management especially for teachers in South Arabia. The strategy helps teachers to organize their lesson plans and also create awareness in students about the curriculum and other learning skills that are important to transitioning them to another level. Daily 5 is done using the organizational principle in which students are organized into groups based on similar goals and preferences (Sinkovics, Hoque, & Sinkovics, 2018). The groups are organized based on the need and not the level of understanding hence making it easy to manage time. The groups are essentially flexible making it easy for them to transition to a next level easily.

The daily 5 strategies are reinforced by daily follow up and recording of data which is done on a covering sheet after sharing and exploring the potentiality of the expected needs. The groups have a common goal of understanding what they read and learn hence making it easy for teachers to evaluate the process. Daily 5 also creates independence in the sense that, each individual practices differently developing confident which is an essential thing when there is a need for forwarding thrashing. However, students receive instructions on how to keep focus and maintain independence in order to avoid constraint that comes up because of time. Daily 5 is a technique used every day in any learning environment to improve the skills one has gained. It can be compared to athletes who practice daily in order to maintain their learning capability. As to students and teachers, daily engagement is important as it explores challenges facing teachers and students in relation to time-saving.

Academic achievement and time management result from a healthy relationship that is created between a teacher and a student. According to Sinkovics, Hoque, and Sinkovics (2018), the connection of the two is created through the provision of the Cafe and daily 5 strategies in order to effectively communicate with students. This helps students learn and understand quickly hence allowing evaluation of the skills and they have gained for movement to another level which makes students to ascertain the proficiency of skills. The interaction of student to student and student to teachers creates a good relationship when well managed and this is helpful in improving the learning of students. Teaching decoding skills help to accomplish the role of sustainable silent reading (SSR) in which students adapt to the skills used in the outside world (Stevens, Walker, & Vaughn, 2017). Changes in technology reinforce the skills in such a way that, the assessment of SSR enhances and gives learning a direction allowing it enough time for practice.

Students require an instrumental and supportive environment which sets a base for learning and academic achievement. They get to interact in a digital world hence discovering opportunities which are in parallel to academics. Technology plays a role in professional learning where individuals acquire mentoring and induction skills due to easy access to the skills online. For example, the internet makes academics to be easier due to technological improvisations that create coherence and easy reference of any content. This results in teaching quality and time management which is an advantage to student's learning.

When I return back home in South Arabia, I will emphasize the application of Cafe and daily 5 to enable the implementation of the plan and effectiveness of the skills that I studied in the US. First, teachers have a negative perception about technology despite how it backs up education by supplying it with content hence saving time. Among other problems that may be involved with technology, students can learn skills of interaction in class, how to be self-confident among others. It is clear that a technology particularly internet helps in research and innovations which culminate students and teachers to academic achievement. All this means improve mentation and forward thrashing in areas that require changes that is, how to manage time.

In South Arabia, teaching methods used are traditional including black-boards which are time-consuming. A good step to solve this issue is to use new methods such as projectors to save the time of interaction between student-teacher. Consequently, traditional classrooms should be upgraded to allow students to interact effectively due to the digital lifestyle (Valtonen et al., 2018). These issues need to be resolved to enable new technology devices which can transform and transition South Arabia schools to modernity. This means that students will learn how to make use of the new technologies and how to avoid problems in order to master and understand the skills taught in class. Like every society, there is a need to change according to the changes in the world which can be achieved through daily interactions.

Communication is important and it will assist to save time in all aspects of classroom and outside class learning. Tools such as chat rooms are not improvised back at Arabia and the only step to transform society towards health interaction is to provide them with a platform that enables the same. Classroom discussions, use of emails for communication, and virtual classrooms are among the tools that can be employed in south Arabia to promote the project and see it succeed. It is, however, not easy to shift from the traditional means to contemporary due to investment that is required in such an activity. A challenge from the educational point of view offers an opportunity to test the movement process and the changes are always positive. The plan will, therefore, be included in the implementation plan because of its benefits. For instance, modern technology in learning will enhance interaction between teachers and students to be easy in such a way that, students will get an opportunity to communicate with their teachers and their challenges will be solved.

The current era is growing with the knowledge of technology meaning that the vastly growing number of teachers with no access to modern forms of teaching will not curb the problems associated with time and academic achievement. Therefore, teachers back in South Arabia need empowerment based on ICT for education in order to see the current generation through the challenges related to understanding and mastery of content (Valtonen et al., 2018). An instance where a teacher lacks experience in ICT will imply a lack of confidence and according to Bandura, self-confidence means self-efficacy. The characteristic makes students to develop trust in a teacher hence understanding anything they learn.

Conclusion

In conclusion, application of these different strategies helps teachers and students to adapt to the changes occurring in the world in relation to managing time and creating an environment where students understand what they are taught and their application outside the classroom. Despite other methods, technology is a support element for better digital content and time management.

References

Sinkovics, N., Hoque, S. F., & Sinkovics, R. R. (2018). Supplier Strategies and Routines for Capability Development: Implications for Upgrading. Journal of International Management.

Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of learning disabilities, 50(5), 576-590.

Valtonen, T., Sointu, E., Kukkonen, J., & Kankaanpaa, J. (2018, June). Students' perceptions of ICT use in the higher education context. In EdMedia+ Innovate Learning (pp. 431-439). Association for the Advancement of Computing in Education (AACE).