Assignment 2: Objectives, motivation, and challenges, Part 2

Objectives, motivation and challenges
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Objectives, motivation and challenges
The teachers/trainers overall motivation for teaching is through the use of incentives in the form of teacher merit pay. This will entail building performance incentives into the pay structure of teachers. High-performing teachers will be rewarded with bonuses. Harms (2012) pointed out that a bonus payment to trainers/teachers could improve the academic performance of students. This is especially true when the bonus is offered beforehand, on condition that if the performance of the students does not improve, then a part of the bonus cash has to be given back. Therefore, overall motivation for teachers/trainers will involve giving bonuses to them upfront at the start of the year with conditions attached: if performance of the students does not improve by the end of the year, then part of the money will have to be returned. Generally, teacher merit pay could have a major impact on the performance of student (Harms, 2012).
The general approaches to teaching are as follows: (i) teacher as executive: this approach sees the teacher/trainer as a manager of intricate classroom process, an individual that is charged with bringing particular results with learners by utilizing the best expertise and methods available. In this approach, teaching methods and curriculum materials that are properly developed and supported by research are essential (Fenstermacher & Soltis, 2010). (ii) Facilitator approach: this puts a high value to whatever the learners bring to the classroom and emphasizes more on using prior experience of the learner. The trainer/teacher who is facilitative is usually a forceful individual that believes in assisting people to grow personally and attain a high level of both self-actualization and self-understanding. (iii) Liberationist approach: this considers the teacher/trainer as a person that opens and frees the student’s mind, initiating the student into human ways of knowing and helping him or her to become a knowledgeable, moral and well-rounded individual (Fenstermacher & Soltis, 2010). (iv) Student-centered approach: this focuses on the student and not the teacher/trainer. It is founded on the constructivist model where learners construct instead of assimilate or receive knowledge. To facilitate student-centered approach, the following activities are vital; discussion, debates, brainstorming, questioning, case studies, group work and simulations. (v) Teacher-centered approach: this approach focuses on the teacher and not the learner.
Supervision basically means getting the task performed through other people. The workshop will incorporate effective supervision that will comprise personal trust, confidence as well as respect between supervisors and workers/teachers. It is noteworthy that this type of effective supervision would lead to an increased desire to work. In essence, the ...