Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities for the following areas : * literacy skills * numeracy skills * ICT skills * problem solving skills A learning support practitioner will contribute to the planning of an activity by firstly gaining a clear understanding of what the learning objective is and what the teacher wants the child to achieve from the activity. The practitioner will then find out the ability of the pupils they are working with and if they require any extra or specialist help , this then helps the practitioner provide the correct materials and equipment they need for the activity. A learning support practitioner would also contribute to planning as they will identify if pupils they are working with are likely to finish early and so can arrange with the teacher and additional sheets these children may need. An important part of planning would be for the practitioner to be aware of how much time they have to do the activity and can plan the activity to suit. A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback.
One of the key responsibilities I feel for a teacher is to provide information, wisdom. In order to share their knowledge and understanding of a subject or topic a teacher needs to have a deep understanding of the topic that they are teaching. However alongside this a teacher should not claim to know it all, and be willing to learn from their students. ‘Knowledge may be seen as a level of awareness, consciousness or familiarity gained by experience, learning or thinking.’ (Jarvis 1987). It is important that the teacher appreciate any input from their students, whether the answer is correct or not.
So any learning plan for this student would be centred around this goal, especially self-directed learning and placement provision. Specific learning needs can be identified and then addressed by the teacher, for example different coloured handouts for a dyslexic student, or by student support, for example a sign language interpretor in the class for a deaf learner. Prior to my lessons, I speak to the students' course tutor about any student individual needs that I need to be aware of and whether my chosen resources are appropriate for the students that I will be teaching. Prior knowledge and skills can be built upon with the ILP, which can help target areas for extra learning, such as specific or embedded numeracy skills, and develop areas of strength for the student, for example knowledge of local and government policy within Health and Social Care. Reece & Walker (2006) state that a focus on retention rates is increasing, so identifying the needs of learners prior to a course beginning will help the college to assess which students are likely to be able to complete the course.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development. Year 1 children are just starting with lessons so they need to be told how to sit and listen to what they are being told so they know what they need to do to complete the task in hand. In Phonics you need to sound out the sounds and words, see how the children get on spelling the word and then help them by sounding the word out again or breaking the sounds down so they can hear the letter sounds easier. When they get it right let them know they have got it correct.
* Give information * Receive information * Give instruction * Receive instruction * Discuss a situation * Make a point or outline concern * Express a need * Negotiate * Develop learning. | | 1.2. Explain how effective communication affects all aspects of own work. | In my view Effective communication is a two –way process. The person communicating has send the right message, but also needs to make sure that it is being correctly received and understood by the other person or people.To communicate effectively you will need to: * Be very clear about what you are trying to say * Ensure that the person you are talking to understands what you are saying to them * Try to consider the other child s or adults points of view * Have a rapport with the child or adult you are communicating withCommunicating effectively is not always easy.
This contains teaching the grammar, writing, reading, speaking, and listening skills. It may also contain teaching pronunciation and accent reduction. It's basically teaching all the target language skills that will allow speakers of other languages to effectively converse in the target language. Furthermore, language teacher tasks often include presenting cultural aspects to the students, particularly to those who are new to the target language speaking country. In addition to the straightforward teaching duties, language instructors working in private language schools will have to take attendance and provide evaluations of student progress.
• Teachers need to regularly and systematically use multiple indicators to assess and monitor children’s progress in reading and writing. The research-based statement stresses that for children to become skilled readers, they need to develop a rich language and conceptual knowledge base, a broad and deep vocabulary, and verbal reasoning abilities to understand messages conveyed through print. At the same time, it recognizes that children also must develop code-related skills: an understanding that spoken words are composed of smaller elements of speech (phonological awareness), the idea that letters represent these sounds (the alphabetic principle), and the knowledge that there are systematic correspondences between sounds and spellings. But to attain a high level of skill, young children need many opportunities to develop these strands interactively, not in isolation. Meaning, not sounds or letters, drives children’s earliest experiences with print.