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Over the years, teachers may get used to teaching the same subject for about two to three times. Some teachers may prefer having the same subject or grade level of teaching assignment. Some maybe excited and ready for the challenge of taking new subject or grade level of teaching assignment. Some schools would have different reasons for shuffling the teachers and for keeping the teachers on their post. This system could have the advantage and as well as disadvantage. Keeping the teachers on the same teaching post may give an opportunity for mastery of the subject and curriculum. They may already had developed effective teaching materials for the subject. On the other hand, this situation may deprive the teacher of the opportunity to grow and explore different teaching styles. For teachers who are always reshuffled, they may have the opportunity to develop their skills on handling different grade level and may develop the skills on using different technique depending on the subject matter and class population. On the downside, the teacher may not have mastery of the subject and would have a slow start for always adjusting to the new situation. Maybe by the time that they get the `hang` of it, it is at the middle or end of the course. To keep up and avoid the disadvantages of both changing and keeping teaching assignment, a self-analysis is a must. Some may find it difficult and weird to be evaluating oneself in terms of teaching performance. Sometimes due to familiarity, teachers may oversee or neglect certain practices that is important in teaching and may think that they are delivering the service very well. Self-analysis may include areas such as teaching technique, teaching behavior and teaching attitude. Teaching technique may tackle questions such as: Does the teacher use different techniques (reporting, role playing, group study, games and others) in teaching the subject? Does the teaching style enable the students to retain information and apply it to their daily lives? For the teaching behavior, this may focus on answering questions like does the teacher show enthusiasm in teaching? Does the teacher stand up during class discussion? Does the teacher give equal attention to students? Does the teacher checks papers/ assignments accurately? And lastly for the teaching attitude, we can focus on areas like; Does the teacher come to class on time? Does the teacher dismiss the class on time? Does the teacher come to class in proper attire and well-groomed? There are many areas to explore and include in self-analysis for teachers. This may depend on the criteria and qualifications that the administrator/ academy is looking for their teachers. Self-analysis may not be only for the teachers to do. Although a self-check from time to time may not hurt. An effective teacher`s analysis should come from a third party or it could come from the receiver of the service (the students) so that the analysis may not be biased or subjective. This could be done out of the initiative of the teacher or the administrator. Many faculty members may have different opinions and feelings on conducting self-analysis. We must bear in mind that at the end of this evaluation, the main goal is to improve and continue the effective practices of the teacher in teaching. The students` learning is always the priority as end receivers of the service of the teacher.
