Duties and responsibilities of own work role..... SUPPORT FOR THE SCHOOL Responsibilities and duties is to create safe, happy, positive and stimulating learning environment that children can be cared for. To beware and to follow the school policies and procedures relating to child protection, health and safety, school rules, behaviour policy, confidentiality and data protection, reporting any concerns to an appropriate person. To ensure all children and young people have equal access to opportunities to learn and develop. To respect and support the role of other professionals. Keeping up to date with change procedures and practice by attending meetings and training.
It important to have a smooth transition from Key Stage 1 to Key Stage 2 in order to: • Ensure children are happy and confident about their move • Promote emotional security • Avoid discrepancies and disagreements between judgements by having accuracy of assessment throughout the school • Set meaningful and accurate targets from current levels of attainment • Avoid re-teaching of all skills when not needed by having knowledge of prior learning • Have continuity of learning (extension of understanding) • Promote a shared understanding of FS + KS1 assessment • Prevent the Y3 'dip'. • Allow for a better working relationship between Y2/Y3 teachers • Develop a better understanding of the tests/tasks and teacher assessment at the end of KS1 (Y3 teacher) OFSTED
Deciding how the school can encourage pupils’ spiritual, moral and cultural development | Senior management team | Work with the Headmaster which shares the responsibilities for all aspects of school leadership and management. | Planning and directing the work of groups of individuals, monitoring their work and taking corrective action when necessary. | Teachers | Plan, prepare and deliver lessons to meet the needs of all pupils by setting and marking work and recording pupil development as necessary. | Help pupils improve education for their future, identify emotional, intellectual and physical issues which may hinder or reflect on pupils learning to their full potential. Present a caring but professional approach and to show respect to pupils and teach them to respect others.
Social Awareness addresses perspective taking; empathy; difference recognition; and respect for others. Relationship Skills encompasses communication; social engagement and relationship building; working cooperatively; negotiation; refusal; conflict management; and help seeking. Responsible Decision Making includes problem identification and situation analysis; problem solving; evaluation and reflection; and personal, social, and ethical responsibility. Benefits of social emotional Learning Implementation of SEL programs in schools provides a foundation for creating a safe learning environment where all students can succeed. Effective programs include multi-component school-based interventions involving classroom-based curricula that focus
How are these strategies implemented in my Teaching Practice School? 4. Are these strategies successful? In investigating the above I hope to discover the benefits plus the ‘what’s’ and the ‘how’s’ of well practised Positive Classroom Management (PCM). Through this study I hope to be able to adapt my learning of PCM into a practical understanding and use it as a tool to create a teaching environment conducive to focused and engaged learning.
6/8/2015 6/8/2015 Siara Darga PS340 Exceptional needs children Siara Darga PS340 Exceptional needs children School Wide Positive Behavior Support SWPBS/PBIS School Wide Positive Behavior Support SWPBS/PBIS “PBIS is a systems approach to creating and maintaining positive school climates where teachers can teach and students can learn. This evidence-based framework emphasizes preventing school discipline problems. [It] provides ideas to support teaching, modeling and recognizing positive, appropriate behavior in schools and identifies systems for logically responding to classroom and individual student problems” (Dept. of Education. n.d.).
What ideas and strategies must teachers develop if they are to have a classroom that is characterized by a high level of on-task behaviour? * Self-efficiency: Confidence in the ability to promote students’ learning and to achieve instructional goals. Teachers are more likely to engage in effective management behaviors when they believe they are capable of using those behaviors usefully. * Professional Knowledge: Instructional techniques, cognitive psychology and child development * Therefore we can define teaching as pre planned behaviour – founded in learning principles and child development theory and directed toward both instructional dilevery and classroom management – that increase the probability of effecting a positive change in student behaviour If students are to display appropriate behaviour in class, what preplanning is necessary for teachers? 1.)
At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
Good communication skills are essential for early childhood educators. This essay outlines how good communication skills provide advancement in student skill, through proper practices of collaboration between childhood educators, students, and parents through good communication. Classroom communication can be defined as a process of information shared that consists of verbal and nonverbal transactions between teacher and students, or between and among students, in a classroom setting (Kearns, 2012, p.33). Firstly, this forms the basis of skills essential for educators to increase student educational success. Secondly, children increase social and cognitive development from positive influences that are communicated by teachers.
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.