The role of the Learning Mentor and the strategies used in supporting English and the impact on pupils’ learning. In this paper I will firstly look at the role of the Learning Mentor and their position within the school setting, then look at the similarities with that of my role as a teaching assistant within the school setting. I will also look at English and the challenges of supporting children in learning phonics/reading and the strategies used to support them. Barriers to learning phonics and reading in my setting will also be discussed in relation to the ideas of what is believed to be good practice and these will be analysed in relation to current practices. I will finally draw conclusions from an evaluation of the above and recommendations made to improve my own professional development within the setting.
Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases. When delivering student education, acquiring effective communication skills involving the delivery of high written and verbal skills, and literacy development is essential for teachers to aid children’s needs for learning, as this assists to prove social and cognitive development for children when the teacher collaborates towards educating children. Good communication skills from early childhood educators ensure children’s skills are enhanced when
Independent students prefer to work alone than with peers. They are able to solve their problems with little or no help at all. The teacher must find ways to deal with the many learning styles of students. Although college teacher’s usually have their own style of teaching and stick to it regardless of the student’s progress. But to the teacher’s who do try to fit the individual needs, they must be able to adapt their lessons to the learning styles.
So I feel teachers need to know and be aware of the one-to-one, extended, cognitively challenging conversations and how to engage in such communication, even with students that are reluctant talkers. Teachers need to know how the lexicon is acquired and what instructional practices support vocabulary acquisition. They also need to know how to conduct story reading and other early literacy experiences that promote phonological awareness and prepare children for later success in reading (Snow, Burns, & Griffin, 1998). Most early childhood teachers do not have sufficient training in how to support early literacy learning. They need to know how much phonics children need to know, how to know which children need more or less explicit phonics instruction, and when to stop teaching phonics to which children.
The more children know about their world, the easier it is for them to read and learn when they get to school. You have an important role to play in helping children learn new information, ideas, and vocabulary and how to use this knowledge to become full participants in their own learning. You can help children to connect new information and ideas to what they already know and understand. As a teacher, you and the children's parents and caregivers are partners in helping to get the children ready for future school success. Good communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom.
Schema Activation Activities Elizabeth E. Laird Grand Canyon University RDG583: Teaching Reading in the Content Area May 26, 2010 Abstract Schema refers to a developmental system where information and memory are stored. To build a student’s schema is of primary importance for the student to make connections with their prior knowledge and experiences they have encountered. Best teaching practices encourage teachers to activate prior knowledge enabling students to make those connections thereby building their schema. The following paper details anticipation guides a teacher may use within the classroom to engage students’ prior knowledge and build their schema. Schema Activation Activities Students who are unfamiliar with reading content based texts are often unwilling to complete reading assignments, and frequently feel at a loss for successfully analyzing and retaining the material they have read (Vacca, 2002).
Evaluate a range of ways to embed elements of Functional Skills in your specialist area My role as a teacher is to pass my knowledge and experience of the Moving and Handling matter onto the learners that are attending the course that I am teaching. There are some specific areas in this subject that would necessitate the learners to have some functional skills. Functional skills include Mathematics/Numeracy; English/Literacy and Communication Technology (ICT) (Petty G, 2009:470).Elements of these core subjects are incorporated to improve existing skills / knowledge of the learners and enables them to gain greater confidence when faced with issues which may need basic knowledge of numeracy, literacy or ICT skills outside of the teaching environment. These skills could also be taught separately and it works quite well, however it rarely provides sufficient practice. The best way to teach skills is to habitually embed them into ordinary teaching practice.
Chris Parks, a member of the Neosho R-5 Board of Education said, “From a developmental standpoint, self expression is an integral part of our journey to adulthood. As long as a students dress is not disruptive, students should be given the responsibility of following school policy until they demonstrate a lack of willingness to follow it”. (Neosho Daily News). School uniforms being mandated does not prepare a child for the real world. They will still be judged by first impressions which usually stems from their appearances.
From listening, children and ELL’s transition into testing their ear by speaking the words they have heard in connection to their environment and social experiences. Students and children need to engage in many conversations. They should be expected to share their ideas and listen to the ideas of others. The language that students and children hear and then are able to reproduce verbally within the right context build a foundation for later learning. It is important to expose students to more than just concrete identification words like ‘chair’ or ‘horse’ but broaden their base of word knowledge to include abstract words as well.
And this too, is far from the truth for some students, but not for others. ESL (ELL) is a term that should either be qualified when used or discarded as a general term. The assessment of ELL/ESL/EFL learners is a significant foundational process for teachers to determine the appropriate teaching and learning programs for their students from kindergarten to the mature adult level. ELL assessment traditionally includes measures of listening, speaking, reading, and writing. There are three basic kinds of assessment instruments.