‘A personalised induction will always be more effective’. Discuss. Base your answer on theoretical concepts and techniques presented in class. The suggestion that a personalised induction is always more effective is based on overwhelming evidence that the client achieves a more effective hypnotic state when the induction is tailored to his or her needs, belief systems and personality. In this essay I will discuss the theoretical concepts and techniques I have been learning about and my own experiences both as a recipient and deliverer of various induction styles and how effective they appear to be based on my observations and feedback from fellow students.
to address special needs within the school. They work closely and supervised by fully qualified administrators or teachers. Support staff must be multi skilled and well trained to fulfil the requirements of their role. Teaching assistants are the most common members of the support team. Their role is to facilitate independent learning, access to the curriculum and promote inclusion.
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. Initial assessment and contracting before any learning takes place will ensue that learner needs are highlighted, therefore suitable support and lesson planning can take place. Inclusive learning is also about promoting a supportive and motivating learning environment that addresses the needs and barriers of all learners. For example, learners with wheelchairs need have appropriate access to the classroom and other facilities. Task 13 Strength and limitation of teaching and learning approaches Strengths and limitation of teaching and learning approaches are when a teacher implements all inclusive teaching
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. Further to this, I need to ensure that my learner is on the appropriate course in terms of meeting their award and organisational requirements. In order to do this I will probably have responsibility for the following: promoting a safe and supportive learning environment; promoting equality and diversity; adhering to key legislation, regulatory requirements and codes of practice; modelling professional behaviour at all times to inspire my
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
I also introduced Sidney to other members of the team so that on his first day the ward he would know some of the staff. Davison (2005) said that students can be made to feel welcome by someone simply knowing their name and also being expected on the ward, having already done this I felt I was off to a good start. Being conscious of Maslow’s (1962) work on the hierarchy of needs I realised that my actions had gone some way to actualising my students needs in that his physical needs, safety and feelings of acceptance had been achieved. On talking to Sidney over the course of his placement he confirmed that he had been looking forward to coming on this placement as everyone had seemed so friendly when he came that day and that he had some resources to look at prior to starting. With my area of nursing being quite specialised and vastly different from a ward environment I thought it best that Sidney spent a few days observing the running of the unit before he could develop his learning objectives and discussed this with him.
Not only will the diversity of our learners be valued but we must promote equality in all aspects of our role as a teacher or facilitator. We must understand the boundaries set to allow us to refer learners to other professionals were there is a need and know to whom they should be referred when the need arises. . It is vitally important that we, as teachers maintain and develop a safe and nurturing environment in which our learners can, not only learn new skills but develop appropriate behaviour and respect for others. Reece and Walker (2000 p5) says that “A programme where the contents is carefully derived from an analysis of the student’s personal, social and /or vocational needs ,and which is implemented by you in such a controlled and organised manner that the student is almost certain to learn, and is aware when the learning has taken place.” 1.1 As a company delivering both construction training and foundation learning we take the “Health and Safety at Work Act “(1974) into consideration every day.
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”.
Communication is one of the most important things when working with the phases of curriculum development. The school principal should support open communication. He should recognize his staff member’s abilities and makes them aware of important resources. The principal must remain available whenever needed. Furthermore, the principal must develop an active role in every stage of the curriculum implementation
Victoria Peterson Discourse community Ethnography paper Professor Dennis March 23, 2015 Have you ever been among people who are very much like you? That it does not matter what differences you have you all have a lot more in common. In this paper, I will prove that I entered the discourse community of high school band by acquiring content knowledge, establishing my credibility, and learning to sway other members of the community. Writing this paper gives me confidence because it shows that I already have experience joining a discourse community. It also gives you, my instructor, and you, my classmates, a chance to know more about me.