Comment on the Pre-service Teacher’s ability to plan and implement effective teaching and learning – please include an explanation of descriptors shown above as “Not demonstrated”. Professional Practice Standard 4 – Create and maintain supportive and safe learning environments 4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities. ND D _____________________________________________________________________________________________ Grad Dip (Primary)-End of Placement Assessment Report-LEM503 3 4.2 Manage classroom activities Demonstrate the capacity to organise classroom activities and provide clear directions. 4.3 Manage challenging behaviour Demonstrate knowledge of practical approaches to manage challenging behaviour. 4.4 Maintain student safety Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements.
In this sense, academic success and performance will benefit and promote the students, the teachers/educators, and also the educational system. Learning is defined as the acquisition of knowledge through practice and experiences. Just as students differ, so does the way they learn. Some students learn by action or doing, some learn by observing, some learn by studying, while some learn by practice. Honey and Mumford identified these as ‘activists’, ‘reflectors’, ‘theorists’ and ‘pragmatists’.
What is Indirect Instruction? In contrast to the direct instruction strategy, indirect instruction is mainly student-centred, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person.
Is it guidance, evaluation, or praise? For this paper, the definition of feedback comes from Wiggins (2005), where feedback is useful information about what happened in light of a specific goal, or “information about what and was not accomplished, given a specific goal.” This paper will discuss how feedback can be used most effectively in its implementation. Excellence is attained by the cycle of model-practice-perform-feedback-perform, and (according to the Academic Leadership Online Journal, 2007) research has “found that when teachers effectively employ feedback procedures, they positively and often powerfully impact the achievement of their students.” The journal article goes on to note, “Academic feedback is more strongly and consistently related to achievement than any other teaching behavior…This relationship is consistent regardless of grade, socioeconomic status, race, or school setting…When feedback and corrective procedures are used, most students can attain the same level of achievement as the top 20% of students.” Feedback is an important component of the formative assessment process. Brookhart (2008), describes the power of formative feedback as a “double-barreled approach” (pg. 2).
Cognitive and Psychological Factors Underlying Secondary Students’ feelings Towards Group Work. Educational Psychology. 22, pp. 75- 91. Cheng, W. & Warren, M. (2000) Making a difference: using peers to assess individual students’ contributions to a group project.
When looking at the advantages and disadvantages of using unstructured interviews to investigate streaming, we need to look at how this can effect the pupils. One strength of using this method to investigate streaming is, as stated in item B, the researcher ‘can explore pupils feelings and reactions’. This supports the idea of empathy, as the researcher can build a rapport with the respondents and by using this method is able to talk about sensitive issues. For example, by talking to students in the lower band, using unstructured interviews allows the pupil to feel at ease and not judged by the researcher. This may mean that the pupil will open up and could explain their feelings and emotions towards the subject of streaming, and the reasons why they ‘develop a negative image’.
Cultural Proficiency Receptivity Scale Reflection Camesha L. Peña Introduction to School Counseling Lamar University Spring 2015 Cultural Proficiency Receptivity Scale Reflection This paper is a reflection of my responses to the Cultural Proficiency Receptivity Scale. The responses given has reflected how I view different cultural backgrounds or the lack thereof. Also, my answers has allowed me to see that I am caring enough to ensure that all students will be successful. It also tells me how prepared I am to be an aspiring school counselor. Keywords: culture, prepared, school counselor View of Myself Looking back at the receptivity scale, I feel as though my responses have made me realize that I am very well prepared to be a school counselor.
I myself think that it helps for students’ motivation and confidence. The question is what kind of praising we should use. Should we emphases on their intelligence or the efforts they put in work? Believe it or not, this can affect their performance in school. I really like the idea of the author that there are two kinds of mind-set: fixed mind-set and growth mind-set.
Anjum Halai in his article “Mentoring in-service teachers: Issues of role diversity” discusses the findings from a review of classroom-based action research reports collected from the masters students of an in-service teacher education programme offered by the Aga Khan University, Institute for Educational Development in Karachi, Pakistan. The reports were written by students, who played the roles of researchers and mentors at the same time, as they worked as mentors with teachers in a school, researched the process of mentoring and reported the findings. The researcher made a review reporting findings related to impact on schools and classrooms of new approaches to teacher development. According to Semeniuk & Worral (2000), ‘relationships which arise spontaneously and gradually allow teachers to enter more deeply into considering what it means to be teachers, to teach better, and to engage more fruitfully with students. Because these associations are more personally created, their likelihood of success may be greater.
It is fair to say that one cannot gain a complete understanding of a student’s capabilities from the results of only one test (Brookhart, 2009). This is where multiple measures comes in and allows teachers to make assumptions and conclusions based on more than one test result, hence achieving a more valid and reliable conclusion on students abilities. Through multiple measures Brookhart argues that we are also able to achieve decision validity (Brookhart, 2009). This allows teachers to determine if a student is displaying difficulties in all aspects of study or in one particular area. It is not fair to conclude that because a student exhibits difficulties with one area of learning that he or she will exhibit the same difficulty in other areas, in fact a student who displays difficult writing or reading may in fact excel in other academic areas such as mathematics.