| Swimming teachers enter the profession for | | | | to get "recharged" as a teacher. The meaningful |
| many reasons, but the overriding one is that they | | | | exchange of ideas on teaching and learning helps |
| want to help people learn to swim safely. Most | | | | to drive new ways of thinking but also builds |
| teachers start their swim teaching careers with a | | | | confidence and engenders a genuine excitement |
| passion for the sport, a genuine desire to be | | | | about what can happen in lessons. Although team |
| great teachers and a dedication to learning about | | | | brainstorming may not be an option for casual |
| the latest techniques, drills and teaching styles. | | | | teachers, look out for Wikis, discussion boards and |
| Teaching guides give plenty of advice on how to | | | | mentoring programs that will keep you inspired. |
| keep students motivated and stress the | | | | Mentor or buddy teachers can also break the |
| importance of keeping classes attentive, receptive | | | | isolation; show a new teacher the ropes, offer |
| and willing to participate. However, there's rarely a | | | | advice and share experience and skills to help |
| word on the motivation for the teacher. Teachers | | | | teachers grow professionally as they adjust to |
| face a number of difficult challenges; class | | | | the realities of teaching. Mentors themselves gain |
| management, discipline, adjustment to the physical | | | | the satisfaction of sharing their knowledge and |
| demands of teaching plus the need to create | | | | experience and helping their new colleagues grow |
| dynamic and inspiring lessons on a daily basis. | | | | professionally. |
| Remaining motivated in the face of a new and | | | | - Feedback. Teachers recognize the importance of |
| demanding career can be hard and as time goes | | | | feedback for students and ensure an ongoing |
| on it can become increasingly difficult to stay | | | | dialogue of proactive encouragement. Recognition |
| enthusiastic. | | | | and feedback are also important motivation |
| If teachers themselves aren't motivated, no | | | | factors for teachers and should be at the core of |
| manner of methods, approaches or techniques | | | | any professional development program. Feedback |
| are going to inspire students on an ongoing basis. | | | | can be from multiple sources including both |
| The primary motivator for teachers is the | | | | students and peers. |
| opportunity to help people learn to swim. Lessons | | | | - Autonomy. The ability to build and develop |
| work well when students learn and progress and | | | | teaching programs independently, leveraging |
| teachers have a sense of professional satisfaction. | | | | personal experience and preferred drills are |
| However, when students aren't responding or drills | | | | essential to empower teachers to have control |
| aren't working its easy to become despondent | | | | over the programs that they teach. |
| and self doubt creeps in. Discovering what | | | | Over-structured programs and rigid lesson plans |
| matters to teachers and how best to motivate | | | | can make sessions dull for the teacher and |
| them for sustained and improved performance is | | | | students. Being able to introduce new techniques |
| a complicated challenge. Research and experience | | | | keeps the teacher interested and the students |
| show that teachers value intrinsic rewards such | | | | attentive. |
| as self respect, responsibility and a sense of | | | | Teacher retention |
| accomplishment and without a strong support | | | | Retaining good teachers is essential to building the |
| structure even the best teachers can become | | | | reputation of a great swim school Keeping |
| disillusioned; with many good teachers leaving the | | | | teachers motivated will help create an exciting and |
| profession after a year or so. There are three | | | | inspiring program, with successful lessons and |
| main factors that contribute to teachers' | | | | enthusiastic students. Recognising and |
| enjoyment and satisfaction: | | | | acknowledging good teaching, empowering |
| - Peer Support. Cooperative interaction among | | | | professional development and nurturing a |
| colleagues and peer groups is essential. Interaction | | | | supportive, sharing environment to build the |
| with other teachers offers more than just hints | | | | confidence, skills and enthusiasm of the teaching |
| and tips for lesson drills, but also offers a chance | | | | team will bring a real buzz back to the pool. |