Describe the features of inclusive teaching and learning Inclusive learning is about ensuring learners have the opportunity to be involved and included in the learning process. It’s also about treating all learners equally and fairly, without directly or indirectly excluding anyone. Inclusion is about attitudes as well as behaviour, as learners can be affected by the words or actions of others. I see it as I am not teaching my subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs which should be recognised and respected. Agreeing individual learning plans (ILPs) and/or action plans can help formalise this.
The Reporting and Assessment Advice ensures that outcomes of these environments are communicated regularly to parents providing them with “easily understood information about how their child is progressing and plans for future learning.” Through my teaching practices, I mindful that my teaching strategies and abilities need to combine with those set out in the initiatives and methodologies to provide a safe and engaging learning environment for all students. My studies and practices have given me the opportunity to apply my understanding and knowledge of the stated
The students are aware that the expectations and goals are valuable to all of us, students and teacher. As far as my teaching method is concerned, I implement the method that I learned in the U.S. Army. The teacher should be practical be a positive influence in the students’ lives. Lead by example and teach by example, so to speak. I intend to train and guide my students in every aspect, even in other subjects.
UNIT 008 1. Key aspects of legislation acts is The Equality Act (2006) recognizes inclusiveness by respecting the right of learners to attend and participate, regardless of the gender, race, ethnic origin, religion, disability sexual orientation or age. Other relevant legislation include The Disability Discrimination act (1995) , The Sex Discrimination act (1975), The Race Relation Act (1976), The Equal Pay Act (1970), The human rights acts (1998) and The Health and Safety at work (1974) Act. "Learners are entitled to learn in a safe and healthy environment". As a tutor working in the adult education sector it is beneficial for me to have knowledge of legislations applicable to teaching, such as The Data Protection Act (1998), which governs the protection of personal data of my learners.
I must also plan, design and prepare the environment ensuring suitable delivery resources and handouts are available. I must also deliver and facilitate teaching and learning in a suitable manner, ensuring my learners have learnt the necessary skills and knowledge. Obtaining feedback from the learners and evaluating this will ensure that things can be modified and changed as necessary. One of my roles as a teacher is to value all of my learners individually and equally. Also I need to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners.
Positive relationships enable information to be communicated far more effectively. Working in a school this will benefit pupils when you are dealing with parents or carers as they will be more willing to get involved in the child or young person’s education and care. Building and maintaining positive relationships and effective communication with pupils will help them know and understand what is expected of them and acceptable boundaries. In order to develop positive relationships with children, young people and adults effective communication is vital. To effectively communicate we must: • think consciously (everyone is an individual) • explain (be clear, use appropriate language) • listen actively ( occasional nods and eye contact) • be true to our word (say what you mean, mean what you say) • recall (repeat snippets of what has been said to you) • have empathy (non-bias understanding of others situations) • clarify and question (ask the other party if they understand what you have said ) • body language (your own and reading the other persons) Not putting the above skills into practice will create barriers to effective communication and positive
Involving young people in planning and reflecting on their own learning through assessment, evaluation and personal learning planning is essential and this is the responsibility of all practitioners regardless of the learning setting. Universal support will help young people to identify and plan opportunities for achievement through activities covering a full range of contexts and settings, whilst meeting individual needs and providing effective learning activities that address barriers across the curriculum in every context and setting. Additional Support Some young people will benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point of their learning journey or, for some, throughout the journey. 1.2 explain the role of practitioners in providing impartial information and advice to children and young people 1 Young people are informed about how information, advice and guidance services can help them and how to access the services they need.
Teaching Philosophy I believe that all students should receive a fair opportunity to participate in every class. Whether these students are great athletes or not is not the important thing, effort is. I believe that all classes should be a great educational experience for the students. Physical development is an essential area in the growth and success of any student. Individual growth will establish students with a total understanding towards their health as well as an education in future living skills.
These should be recognised upon arrival of the school environment. It is set out for the whole school to be aware of and is reinforced through daily activities. The aims of the school are set out by the head teacher in partnership with parents, staff and the community which should prove all members of the school community with a safe and respected environment. The aims for the children at Sherbrook Primary are stimulating learning environment from which children can develop and move forward. Have respect for all, promoting self - awareness and excellent behaviour and to keep parents and carers involved in
This makes far more likely and easier for all staff members to follow the school rules effectively and therefore it makes it far more likely that pupils will respond positively. Pupils will know what is expected of them and what is not appropriate and will learn about rewards and boundaries more effectively and encourage them to take responsibility for their own actions. Showing and applying consistency is essential for all staff in the