Literaturnachweis - Detailanzeige
| Autor/in | Hannaford, Mary J. |
|---|---|
| Titel | Teacher Support. |
| Quelle | (1976), (31 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary Secondary Education; Group Counseling; Group Dynamics; Human Development; Individual Development; Interpersonal Relationship; Program Descriptions; Reinforcement; Speeches; Teacher Improvement; Teacher Morale; Teachers |
| Abstract | Because of fast changes in educational theory and methodology, behaviorally threatening atmosphere, changes in student responses and attitudes, administrative expectations, and general tensions, most teachers need more support relationships than ever before. Tensions in many schools are high and daily frustrations exist. Teachers are concerned about open education, behavior modification, humanistic education, informal techniques, accountability and test results. Many teachers are high achievers who set severe goals for themselves and live with a high level of fear of failure. More requirements and criticisms come from the community. One Georgia school system has begun a teacher-support program to encourage personal sharing and support within the system. This was done through the use of transactional analysis and other personal reinforcing techniques in groups after school one afternoon a week for six to eight weeks. The groups are organized by the principal or school counselor with leadership provided by the Counseling and Psychological Services departments. Teacher response has been highly favorable with requests made to principals for additional service. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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