Running head: DB RESPONSES 1

DB Responses

Name

Institution
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DB Responses

DB 1-Arlene

Arlene mentions that teachers should use particular techniques, which permit students to

have self-discipline and leadership skills. The fact that instructions should be modified based on

the needs of students alongside creating strategies assist in enhancing academic environment.

However, the author fails to understand that discipline in students starts from their respective

homes. It would be hard for a teacher to mold an indiscipline student who gets essential backups

for the parents. Therefore, as much as it is the responsibility of teachers to ensure that students

are well groomed regarding behavior, parents too play a significant role in promoting good

practices for their children. On leadership skills, both teachers and parents should nature

students’ skills on headship matters for a better future. Also, students’ success hinges heavily on

the combinational efforts of teachers, students and parents (Hernández et al, 2017). It shouldn’t

be left in the hands of teachers alone.

DB 2-Jensen

The teachers of talented, gifted and intelligent students according to Jensen should be

effective, logical and have a more in-depth comprehension of the subject they are teaching. The

notion is a bit weird as all teachers attend similar training institutions and are tasked with all

challenges faced by students. Hence, it takes intelligent, gifted and talented students to make of

teachers appropriately. All teachers upon acquiring the needed training are capable of handling

all kinds of students (Zee, de Jong & Koomen, 2017). However, I agree with the sentiments of

Jensen that teaching is usually a call and commitment towards assisting those who are thirsty for
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knowledge. Teachers stay in the teaching fraternity due to the passion they have towards

supporting in bringing about the success to younger minds. Thus, teaching is deemed to be a call

from the Almighty, which is true.

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References

Hernández, M. M., Valiente, C., Eisenberg, N., Berger, R. H., Spinrad, T. L., VanSchyndel, S.

K., ... & Thompson, M. S. (2017). Elementary students’ effortful control and academic

achievement: The mediating role of teacher–student relationship quality. Early Childhood

Research Quarterly, 40, 98-109.

Zee, M., de Jong, P. F., & Koomen, H. M. (2017). From externalizing student behavior to

student-specific teacher self-efficacy: The role of teacher-perceived conflict and

closeness in the student–teacher relationship. Contemporary Educational Psychology, 51,

37-50.