Encouragement is also important during all aspects of school life such as during lessons, their work, forming friendships and finding new things because this will help the children to try new things and to progress and move forward with their development and education. Secondary Schools- During this period of time in a child’s life it is important we do not intimidate or talk down to the child as this can really knock a child’s confidence, self esteem and could affect their professional relationship with the teaching assistant. Boundaries should be in place so children should know what is expected
Most teachers find what works for them and this is how they teach. It is important to help students to learn by allowing time for debates. Debates allow students to voice their opinion and concerns without being wrong. Debates are merely opinions. The classroom environment should be inviting and children oriented.
• It stresses the importance of using the classroom to help the students overcome negative attitudes. • It forms positive skills. • It educates students in emotional and personal development as well as intellectual areas of study. • Too much focusing on attitudes can take away time from the content or academics. Morrish's "Real Discipline" • It shows and demonstrates a clear understanding of human nature and how students will react.
Another student may not learn material well without having a hands on activity. Teachers need to use creativity to come up with ways so all students learn as much as they can. My second item is patience. As mentioned, teachers have the opportunity to work with many different students. Some students are smart and learn quickly, some are average, and some may need a little extra help.
(2008, p.153). These two statements make sense because if a student feel's excluded and their needs are not met, then they will most likely not be motivated which may inhibit their overall development. Ann Gravells says in her book that ‘differentiation is about using a range of different approaches and resources to meet the needs of individuals and groups.’(2011, p.63). This means that teachers should endeavour to meet learning needs and create an environment where all students can be included in the learning process. This would involve planning, examining teaching methods and styles, effective use of resources and also how we, assess the students and ourselves.
Classroom Behavior Management Guidelines for Success INTRODUCTION How do the most effective teachers… • manage behavior in their multi-ethnic, multi-cultural classrooms? • develop and use classroom rules and routines? • use classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout?
According to Sue Swaffield (2008), effective feedback should: • Focus on student learning • Focus on the task rather than the learner • Focus on process rather than the product • Focus on progress • Focus on particular qualities of the work • Advise how to improve • Encourage the student to think • Require action that is challenging yet achievable • Be specific • Avoid comparison with others • Be understandable to the student Formative assessments can vary from worksheets, quizzes, journals, diagnostic tests, and informal observation. I feel that one of the greatest strengths I possess as a teacher is the ability to differentiate lessons to meet the needs of every child. The use of various types of formative assessments aids in the monitoring of the students strengths. Taking the time to know each student personally helps me to find out what is interesting and important to them. It has been suggested that these types of assessments are not graded nor used in the computation of the final
My Philosophy of Classroom Management Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. This term can also refer to the prevention of disruptive behavior. Many consider this as one of the most difficult tasks for new teachers. The basis for classroom management involves clear communication of both, the behavioral and academic expectations, as well a cooperative learning environment and proper time management. 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.
This essay will look at individual stages and will evaluate the theories contained within by contrasting them with the findings of other related studies. Piaget’s theory of cognitive development is divided into four stages. The first is the sensorimotor stage, which is in itself is divided into sub stages. These sub stages are: Reflexes (0-1 month) where the child can understand its
The levels, especially in the cognitive domain, demonstrate the level of thinking skills employed by the student and should be fostered by the educator through assessment questions, encouraging the student from simply dwelling in the lower levels of thinking to the higher levels of thinking skills. Although Bloom‟s work has remained an educational assessment staple for more than fifty years, there have been revisions to the taxonomy (Forehand, 2005), and according to Dettmer (2006), “It is time to review the original version for ways it might be made more relevant and