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.
In particular how they keep the classroom under control but also make it a fun place to learn. I will also look closely at the learner, this being the child. They need to be mentally stimulated, otherwise concentration is lost. I want to look closely at how this level of concentration can be obtained and at what levels and at what time span does their mind begin to wander. I will also look at behavioural patterns within classrooms, from this I will see how behaviour can be kept under control to make the classroom effective.
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.
At this age we need to remember to comfort the child if they become upset and be someone they can speak to if they choose too, it is important we do not shout at children as this could cause them more upset and distress. Also we should be lively and energetic and enjoy taking part in activities they enjoy and provide new challenges for them. Primary schools- During this age it is important to listen to the children however the teaching assistant must make eye contact, lower themselves to the child’s level and speak to the child in a positive way. Children will start to learn boundaries during this time so it is about enforcing them in a positive and encouraging way. 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.
• Help individuals who are unfamiliar with a classroom by showing them where resources are and give advice. • When working with others within the classroom it is good practice to give feedback and suggestions to teachers at the end of class. • Work cooperatively. • Approach and respond politely. • Be honest and trustworthy.
Students who feel they are in the presence of an educator are less likely to misbehave than those who assume they are not being watched. It is recommended that the teacher constantly circulates throughout the classroom to check on students' progress and give quiet suggestions in the event anyone is struggling with their work. This keeps children focused on the task at hand and keeps them from falling victim to distractions that cause misbehavior. Role model: Educator should model an appropriate behavior toward her students, attempt to be careful not to send vague messages to them about the behavior she expect. If you indicate impatience, if you are unable to consider your students' feelings, or you have quick anger manners, it is tricky for the class to show the positive behaviors you ask them for.
Unit 001: Essay on the Roles, responsibilities and relationships in lifelong learning. This is an analysis of roles, responsibilities and relationships in Lifelong Learning; by defining them in the context of teaching, and explaining the importance of promoting appropriate behaviour in the classroom. I will explore teachers responsibilities for identifying and meeting the needs of learners by encouraging and enabling all learners to reach their full potential; roles and responsibilities in promoting equality and diversity; relationships between teachers and other professionals, identifying boundaries and reviewing points of referral to appropriate support persons/agencies to meet the needs of learners; responsibilities for establishing and maintaining a safe and supportive learning environment; and compliance with key aspects of legislation and codes of practice relating to the role of teachers. There are numerous roles and responsibilities are numerous that teachers will undertake daily. According to Wilson (2009), roles describe functions of teachers.
Assignment title: Part A, Research the teacher’s role in developing planning, teaching and assessment methods. Within schools, there are a number of issues with planning and assessment, initially ‘the planning and assessment has to affect the progress of the child positively and also has to be personalised between pupil and teacher,’ (Bottle, 2005; 87). In this paper the role of the teacher shall be assessed, as to their contribution in developing more pragmatic planning. The methods of teaching shall also be considered and how they impact on the educational development of planning and the children’s development. Particular reference will be paid to the assessment methods that are used in conjunction with planning and how they are implemented by the teacher.
You must have some interaction with your fellow classmates and teachers in case you need help, have questions, or just do not understand the topic you can just ask. First-hand interaction decreases any type of language barrier or misunderstandings and it can be communicated in the most effective and efficient manner. Being in a traditional classroom means that you actually have to attend. You have specific dates and times that you must show up to that class in order to keep your attendance and grades up. This can also be considered a negative issue.
The difference between disequilibrium, and equilibrium and its impact in the classroom is as significant as Piaget suggests. If a student/person feels like they know how to solve a problem (or are at equilibrium), they will not want to learn about it. Although, if they are able to create a disequilibrium, or the inability to solve a problem by receiving constructive feedback and create competition, one will want to learn more about the subject/job and will hopefully retain a lot more information. An example of this can be seen in the classroom or workforce. There are many children in primary school who rely on their parents/peers to tie their shoes for them as they constantly have support in the area and have no motivation to learn themselves.