'Questioning enables teachers to check learners' understanding. It also benefits learners as it encourages enitgagement and focuses their thinking on key concepts and ideas.' (Kyriacou 1995 in Desforges 1995, pg. 126) I am of the opinion that the idea children should work in mixed ability groups is not always a viable option. I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating.
Keeping records is a very important reflexive tool for both teachers and learners in the educational setting. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. Attendance data taken on a close protection course gives an idea of where students may fall behind with learning outcomes through non attendance. Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice.
This method is also a good way to encourage the exchange of ideas and opinions within the group as learners are more likely to relate to each other, discuss, and help each other further on in the course. A tutor may start this discussion by suggesting rules that they would expect and why, such as learners must be on time for the tutorials to prevent interruption and breaking the groups’ concentration. Some learners may feel strongly about swearing and may wish for a ban on this during lesson time to be included in their groups’ ground rules. The very nature of co operating to create this agreement promotes a mutual respect for each others views and
Each example can be examined by different perspectives, identifying the problems, and suggesting some solutions. Each situation would be different if it was actually happening but a case allows analysis of a real life scenario. Reviewing different cases gives knowledge that will help shape teachers experiences in the classroom. The knowledge teachers can gain from analyzing cases and offering alternate solutions can be applied if similar situations arise in the classroom. Discussing cases in small group settings can be a huge benefit in that each person would bring varying perspectives, critiques and solutions to the table, increasing the knowledge of each teacher more than if they were to just complete individually.
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.
Misbehavior is less likely to recur if a student makes a commitment to avoid the action and to engage in more desirable alternative behaviors.”(Kizlik, 2012). I believe that I have a more to learn about classroom management and policy, especially dealing with punishment and consequences. The use of praise in my classroom management style might be good. In the use and way I praise students matched the use of best practices of more seasoned professionals. I have linked praised with student performance and instruction.
There are many reasons to choose online and many reasons to choose traditional. There are some similarities to both, but there are also some differences. First off, there are benefits for going to school online and getting a degree. For example, working full time, raising a family and having a home, can be difficult to commute to school every day. By going to school online, you do not need to go to classes every day, and instead, you can access your homework from the school’s website.
Before this interview, I defined a school counselor as someone who provides guidance to help with the development of a child academically and socially. However, I learned this is still their philosophy but their duities have changed. As I interviewed, Ms. Childs a counselor from the Cypress-Fairbanks school district, I truly understood the difference between the role of a counselor and their duties. She has wanted to be a counselor since the third grade. She had an excellent elementary school counselor and always remembered her as being the nicest person on campus.
I enjoyed the ability to just go from one place to another such as, going to a meeting at a different school, going on field trips with the kids, and even working in the classrooms. I was never bored at Toddler Tech and each day was something for me to look forward too. And it also helped me to stay in good shape. Whereas, FedEx I am sitting in a cubicle throughout my entire shift. I hate the back to back calls with
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).