This naturally formed structure is not conducive to a cooperative, respectful, safe, learning environment. By careful observation, a teacher can learn valuable information and plot a strategic management plan, which uses the positive qualities of the hierarchy, such as student leadership, and rejects the negative qualities. While the teacher is observing her class, an equally intense reconnaissance of the teacher is being carried out by the students. With a thoughtful strategy, a teacher can change the destiny of her students (and herself), if she has the foresight and fortitude to commit to her plan of action. Self Management The students should be made aware of what their responsibilities are and exactly what is expected of them.
Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010). After exploring several learning theories and strategies, my own teaching practices are most often modeled by several strategies and learning theories. The Constructivism Theory resonates in some of the techniques I am using in the classroom. Reflecting on student activities and the design my lessons ; I find students are most often engaged in learning activities that are student driven and lead to students constructing their own conclusions. Student often work at stations and learn through team building and planned movement.
Quite often a TA is responsible for supervising the pupils at playtimes, on school outings, or just generally in the classroom and also offering additional support to the teaching staff in all areas. A TAs list of duties can be quite varied depending on the school, staff and what is expected. The Teacher The teacher’s role is to be in complete control of their class, preparing lessons, and supervising the staff/visitors in the classroom. A teacher will prepare individual pupil targets and give direction to other staff in the class room. When disciplinary action needs to be taken normally the teacher in charge
I would need to know if I will be working on a 1:1 basis or with a group so I can plan accordingly. During the lesson I would be constantly monitoring each student that I am working with to ensure participation and understanding in the tasks set. I would be aware of the desired learning outcome and would be asking questions such as “what have you learnt today?” or “can you tell me one thing you now know after the lesson that you didn’t know before?” After the lesson I would discuss with the teacher what progress has been made and the level of the students engaging and what if anything the students have found particularly easy or difficult. On a termly basis I would feed back any issues that I have found with the students I have worked with, this is done in a meeting form so alternative provisions can be made if
Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
BSBLED501A: DEVELOP A WORKPLACE LEARNING ENVIRONMENT Project 1: 1. Identify the learning need of: A. The organization –The organization able to identify any formal and informal learning opportunities that may exist for the staff. B. The team as a whole – the team member should be backup each other, work out to arrange time to attend the training & complete the daily job duty.
Helping to organise the learning environment and supporting the introduction of new activities. Preparing and setting out the classroom resources and equipments as directed by the class teacher. Monitoring children’s responses to learning activities and
One implication is there is a gradual increase of responsibility for the teacher. Through courageous conversations teachers are having with collegial coaches and their peers, teachers are taking charge of their classrooms, and not waiting for the administrator or mentor to give advice. Teachers are answering open-ended question from coaches and peers and making self-reflections that are having positive impacts in their classrooms. The second implication is the courageous conversations that the teachers are having in their buildings. Teachers are coming out of their classrooms and meeting with other teachers and sharing strategies, and asking questions that have other teachers thinking about how to have more successful classroom experiences.
Students are taught to develop their skills through specific techniques. They are encouraged to review and ask questions during tutoring sessions based on the teacher’s instruction. Students generate questions and draw conclusions through reciprocal peer interaction. The reinforcement they receive while working in groups motivates learning. These sessions create a classroom where student pairs can work on different levels and on different types of problems (i.e., word problems or counting) or at varying reading levels.
Cheating robs students of their opportunity to become competent. Students are expected to produce their own work except on projects designated by the teacher as cooperative efforts. Teachers will indicate which assignments are to be cooperative efforts and will establish guidelines for the use of such aids as calculators, computers, word processors, and published study guides. If a student is in doubt about the ethical standards applicable to a particular situation, the student is responsible for clarifying the matter with the