They will look at the differences between learning and teaching methods as well as they will test certain pupils who show interesting statistics usually low or high grading students. The school I volunteer in have access to an educational psychologist but not on a regular basis. Due to the funding cuts of the current government the school I work at do not have visits from either a speech and language therapist or an educational welfare officer but with the support of all members of staff are able to cope with the roles that these professionals would provide. Roles such as helping
The national curriculum is followed by all schools across the UK and it is the national governments responsible to monitor and update this. To make sure all schools across the UK are following the correct policies, national curriculum, laws, etc., the national government monitor them by sending OFSET inspectors into schools. The social services work with schools to arrange meetings to offer support to families. If social services are involved with a family there is always regual communication. The social services also work with the local police if
The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher.
The only way information technology is going to be useful to schools is if all staff members are well-informed and fully supported. It is the principal's responsibility, and should be part of the school's plan, to ensure that all staff are consulted about the changes, and that the change is carefully organised. Some teachers may be resistant, especially if they have not had much experience with computers, so training teachers is essential in implementing IT into the school curriculum. Staff members must feel involved in the process of acquiring technology, and in learning how to operate it, in order for them to increase their confidence in using IT as a curriculum tool. Teachers are only going to be able to incorporate IT into their lessons if they are competent users themselves (Reksten, 2000).
Deciding how the school can encourage pupils’ spiritual, moral and cultural development | Senior management team | Work with the Headmaster which shares the responsibilities for all aspects of school leadership and management. | Planning and directing the work of groups of individuals, monitoring their work and taking corrective action when necessary. | Teachers | Plan, prepare and deliver lessons to meet the needs of all pupils by setting and marking work and recording pupil development as necessary. | Help pupils improve education for their future, identify emotional, intellectual and physical issues which may hinder or reflect on pupils learning to their full potential. Present a caring but professional approach and to show respect to pupils and teach them to respect others.
Kelly Murray Research Abstract: Facilitating Collegiality and Teamwork In many schools, more commonly in high schools, teachers seldom meet with and/or share material or knowledge with their colleagues. Teachers should be meeting together regularly with their colleagues to set department/content goals, plan lessons and/or collaborate on teaching materials, and classroom/student management. As stated by Blase & Blase (2004, p. 161-204) “Building principals need to develop professional learning communities based on collegiality, openness, trust.” Blase & Blase also found that many teachers are most helped when lessons are shared by their colleagues. Lessons others found to be useful range in a variety of topics from content, to classroom management, to technology integration, to engaging students. The idea of collegiality starts with current mentor and peer coaching programs which many districts, now provide for new teachers.
In order to successfully maintain proper order in the classroom, we must engulf a vast amount of actions, such as classroom climate, parental involvement, environment, student expectations, rewards and consequences, classroom procedures, and student motivation. My general belief about managing the behavior of children/youth in the classroom is that no child is totally the blame, and therefore disciplinary practices should mirror the school and classroom policies implemented by the teacher. Also, parental involvement in the disciplinary process is a must. In the pursuit of proper classroom management and to avoid misbehavior; appropriate curriculum and teaching strategies must be considered. In this we must consider class size, composition, planning time, cultural and linguistic barriers, and access to equipment, materials and other needed resources.
As an educator it’s important to make sure that all the T’s are crossed to insure that each child gained something as they walk away. Forming an environment that is prepared for learning, setting routines, building bonds, securing relationships, making smooth transitions and physical education are just some of the things to consider when developing a curriculum for preschool children. It’s the skills that are
People are always taking care about their child's education. During child upbringing parents and teachers are playing major role. Both are aiming to raise child to be productive citizen and steward in their community. As Educators the role of Parents and Teachers have some differences, and some similarities. The main difference that first pops in my mind is that parents mostly affect personal aspect of their child.
To do this, we must ask questions, explore, and assess what we know. I do consider myself as a constructivist teacher. Constructivist teaching is when we as teachers try to create a class in which the students and teachers are equal. This is very different from how a lot of classes are run today. Usually the teacher runs the class and students are to follow what the teacher is saying.