So it is very important that the trainer chooses his words carefully in order to be clear about the learner’s achievements, progress or areas of improvement (Gravells, 2013). Constructive feedback should be more descriptive instead of evaluative. Feedback, to be constructive, cannot be limited to an evaluative sentence like “Congratulation, you’ve passed”. Although the learner might be glad he has passed, it will not give them any information about what the learner has done correctly, how they have achieved the goals and objectives and what areas can they improve. Using descriptive feedback instead of evaluative it will give an opportunity for the learner to realise what he needs to adjust or improve to achieve the desired outcome (Gravells, 2013).
A further element is the managerial or normative aspect of supervision and this could explained to some extent as maintaining standards.An awareness of the need to keep up with CPD, personal blind spots and prejudices that affect the the way how both trainee and counselor look at themselves which in turn influence how they see others and the way how they work, so the requirement to contiunaly learn about oneself increases knowledge and understanding which is vitaly important for personal development and growth that will enevitbly enhance thier work with clients. Casework supervision plays an important role as it provides support for the student or practising counselor.They have an
Creating a predictable, consistent, and success-oriented environment will promote self-management in my students by creating, basic, daily routines with limited changes (Savage & Savage, 2010). These predictable and consistent routines will drive a success-orientated environment by reducing student anxiety creating a positive self-efficacy within each student (Savage & Savage, 2010). With my endorsement in Special Education the ability to create and keep basic routines will be directed by the physical, emotional, and
By explaining to students what the learning objectives are provides an aim. Assessment for learning allows students to see how they are progressing. A good assessment will show students where they are at and what further learning they need to achieve. Another characteristic of assessment for learning is self assessment. It means that students can take responsibility for some of their own progression.
An educator should constantly be revising lesson plans and expanding their own knowledge in order to deliver an optimal learning experience for the students. Incorporating guidelines to educate students without bias into a code of ethics ensures that students receive equal treatment in the classroom. An educator’s primary concern should be the physical and mental well being of the student. This being said, it is the responsibility of the educator to be vigilant of a student’s physical and emotional behavior while in the classroom. Child abuse is a dilemma that may be encountered when working as a professional educator in the school system.
We do not motivate students but rather create, through our teaching, opportunities that can evoke motivation in students. The following help to create intrinsic motivation: • When the goals and rewards of the learning are meaningful to the learner • When the learning is important to the student • When the learning assists the learner in
That person has learned the road in which they should not go down and they teach others how to not make those mistakes, which is recognized as the beginning of knowledge, which will soon lead to maturity. Responsibility, which plays another huge role in growing maturely, is known as a particular burden of obligation upon one who is responsible. To grow in being responsible will lead a person straight down the path of being mature. Responsibility is taught by one's self and will only grow if pursued eagerly by that person. For example, responsibility is required in order to graduate by being loyal to your work ethic and effort.
They need to be able to recognize how their perspectives and practices may influence the spiritual development of students and their institutions. Once this is accomplished, they will be able to better understand their role in the construction of knowledge, in the understanding of truth, and in developmental processes of students. Addressing and embracing students’ spiritual development in practice and research is essential in fostering students’ holistic development. The pursuit of finding meaning in one’s life requires the discovery of authenticity, wholeness, spirituality and self-renewal, which seems to be particularly difficult for faculty members. This constant struggle for them to find meaning and authenticity within their institutional environments is largely based upon the fact that they have a hard time connecting their own individual values with the values of liberal education.
Though these motivators may be effective, they will not make you a focused student. Another answer to the aforementioned questions could be “I am fascinated with the subject” or “I’m unfamiliar with the subject and I like the challenge it will provide!” Fascination and challenge, along with curiosity and mastery, are a few intrinsic motivators that drive a focused student! Though it is nice and even necessary to please your parents, get good pay, and fulfill your credit requirement – these factors do not instill any drive to become truly educated. Having a genuine love for education and learning defines a focused student and is the best and most inspiring motivator there is! Another quality possessed by a focused student is having a generally positive attitude.
It is highly important to keep the students engaged while teaching. The teacher has the duty of guiding, facilitating or coordinating learning. It is not beneficial to the student when the teacher dispenses information, and the student is expected to retain information like a recorder. Constructivist teaching should not be thought of as a gigantic, agreed-upon concept. “The theory suggests that that individuals create their own new understandings, based upon the interaction of what they already know and believe, and the phenomena or ideas with which they come into contact” (Richardson, p.3, 1997).