Their ability to think logically begins to mature and as their intellect increases so also does their confidence and skills required to debate/argue both formally and informally. The primary reason for the occurrence of conflict is poor or misunderstood communication. With effective communication you are able to resolve conflicts, build harmony and bridge communication gaps which create conflict. An example is when teenagers are being guided in choosing a career by teacher, parent, guidance counsellor etc. Your intention may be to support them make the choice of a career that they may be comfortable with but they may feel that you are invading their privacy and this should be their choice not yours.
They learn to take risks within the classroom. Where the problem lies, however, is, as Pirie suggests, when teachers do not challenge students to think outside of their own opinion. Teachers have the responsibility move students beyond themselves, recognizing and reflecting back to students that “whatever personal identity any of us has develops within a matrix of circumstances outside our psyches…” (Pirie, 10) and that simply stating what one feels is insufficient. In doing so, teachers can use the English classroom, and the rich literary environment, to teach students about cultural and social responsibility, to show them that in literature, as in life, the actions and interactions between characters or people have real consequences. Most importantly, we
I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.
This is because the elaborated code is used within textbooks, by teachers and is the language an examiner expects the child to use within their exam. Early socialisation means middle class children are already fluent using the elaborated code meaning they are more likely to succeed. However, Bernstein recognises that working class children fail because schools fail to teach them how to use the elaborated speech code; not because they are culturally deprived. Bereiter and Engelmann claim that the language used in lower class homes is deficient. They described that working class families use gestures, single word sentences and disjointed phrases when communicating.
Principles of communication in adult social care settings 1. Understand why communication is important in adult social care settings Different reasons why people communicate are: * To express their needs * To express how they are feeling * To Share ideas/information * To socialise * To make relationships * To ask questions * To make their own choices * Express their preferences How effective communication affects all aspects of working in an adult care setting: People with learning difficulties find it harder than most people to understand the world around them. The carer should get to know the client and use right communication for that service user. If the carer doesn’t use effective communication the service user could become frustrated and act out which could end up with bad behaviours. Such as if the service user doesn’t talk effective body language, writing things down and pictures could work well.
To counteract the chaos that can erupt in a classroom, I find it more helpful to form a loose foundation that structures the potential ideal environment than to enforce a strict code of conduct that dictates the actions of personalities. A high level of rigidity can disturb the emotions of young children leading to more conflict than learning. By envisioning classroom management as a foundation rather than a plan, expectations rarely disappoint and the behavior of young children can inspire insight rather than conflict. In his description of Discipline without Stress, Punishments, or Rewards, the author relates the need for positivity, choice, and reflection within the classroom
In addition, they have to be focused on the right elements and not be distracted by anything. He also believed that children would perform actions they had previously seen adults do and they learn a lot by ‘mirroring the task.’ If parents are modelling bad behaviours, negative self-talk, unwillingness to try something new then the child will do the same as the parents. In order to empower children you have to talk to them, listen to them and respect their values and feelings which make them feel valued. You have to encourage them to make decisions for themselves and be there when they make mistakes and discuss the decisions they have made. Positive reinforcement can help in building good habits and reducing unwanted habits.
‘Explain the ways you would establish ground rules with your learners which would underpin behaviour and respect for others.’ Setting ground rules within a group establishes what the tutor and the group can expect from each other in terms of social as well as educational expectations. An understanding of why each rule is in place will ensure learners and tutor feel more comfortable about its existence and helps to provide a good learning environment for all in the group. The delivery of these rules can be important when teaching adults as some learners’ feel more at ease having set rules or boundaries whereas others whose negative experiences of their schooling may feel an unconscious resentment. Rather than imposing a stated list of rules or laying down the law, asking for opinions and experiences, then drawing from that any expectations of the group can be a mutually beneficial way of establishing what ground rules should be made and more importantly why they are important or relevant to the group. This method is also a good way to encourage the exchange of ideas and opinions within the group as learners are more likely to relate to each other, discuss, and help each other further on in the course.
A: I believe the current rigid system of evaluation de-emphasizes the learning process in favor of quantifiable results that can be analyzed by some machine, instead of truly allowing each student to live up to his or her potential. Paragraphs 20, 27 Literary Analysis Question Q: How does Mike Rose use his rhetorical strategy of shifting viewpoint from student to analytical observer to deliver an effective message about traditional education? A: His rhetorical strategy is extremely effective at connecting student readers to the text by empathizing with their problems while appealing to logos and the analytical standpoint of adults through his use of logic and evidence to support his
Plagiarism Exercise “… In an effort to better understand how adults learn, adult learning theories are derived to help theorists and practitioners by providing workable and testable explanations of the learning process. These theories seek to explain how the process of learning as an adult differs from learning as a child. They focus on describing how various social, psychological, emotional, and physiological factors affect adult learning. To that end, ideas generated by educators, sociologists, and psychologists all contribute to a comprehensive understanding of the adult learner and how to create a learning environment that is most suitable to their unique needs…” (Snyder, 2009). QUESTIONS: 1.