Also, Children learn cooperation, leadership, and communication skills. As a teacher, it is important for every student to feel comfortable when engaging themselves in various activities. The main difference between the two stories are Goodwille portrays her book to anyone wanting overcome their fears of creative drama, whereas Cameron’s ideas are focused on teaching people about creative drama in a spiritual way. It is important for students and teachers to understand why we use creative drama in the classroom. Not only does it break through the adolescent barriers and builds a cooperative group, it helps their learning process tremendously.
You need to speak to the children in a way in which they understand for the age range you are working with to explain what they need to do. If the children are being noisy or doing something you don’t agree with you need to use a firm voice to communicate your disagreement with what they are doing and then tell them what they need to be doing. You also need to come up with fun and interesting ways to encourage or make learning easier to understand. Give praise when they have completed a task, answered a question correctly or given information relevant to the lesson in hand. 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.
Positive relationships are built upon key qualities that practitioners must possess. Active listening involves not just hearing but also interpreting and understanding. If adults stop what they are doing and pay attention to the child when they approach to speak to you, the child will feel that you are interested in what they have to say and feel important and valued. Maintaining eye contact is part of listening and talking to children. This in turn raises self-esteem.
The one on one meetings allows the teacher to get to know about the interests, hope, and concerns of the student, and facilitate a relationship in which students feel they are emotionally and physically safe and, therefore free to engage in constructive discourser with their teacher (Brewster, 2000). A2) Self-Motivation Mr. Collet’s homework policy promotes self-motivation by making the students responsible for having done their work and meet the teacher’s expectations. This part of the policy would promote self-motivation for a 4th grade classroom because it would hold the students accountable for meeting the teacher’s expectation. This make a student want to do exactly as the teacher ask. Most students don’t want to disappoint their teacher and having to appeal to the teacher for not having the homework turned in on time, So they will make sure to keep up with their work and what is expected of them.
To develop a positive relationship with a child can often take some time. This can take a lot of patience and trust. Trust is a huge part in developing a relationship if someone trusts you they are more likely to come to you if they have a problem that they need help with. It is important to adapt communication to include all children. In my class the children are always greeted with a smile, good morning and how are you today aswel as sign language and PECS.
The ability to evaluate children’s learning to identify possible learning difficulties. A willingness to support and commit to the school and it’s strive for continual improvement. An ability to tackle unfamiliar situations using problem solving skills, enjoy working with children, have a well-developed imagination and be creative. Have enthusiasm for teaching young children, have flexibility to create curriculum that is engaging and age appropriate. Ability to reteach material to students until they understand it.
Theorists Robert Sternberg and Howard Gardner argue that children who can make new connections and draw something new from them is a type of intelligence. It is important to offer children lots of first-hand experiences so that they can develop knowledge and draw from their own experiences. Social Models – These theories look at the environment in which the children are learning and the adults they are supported by. Social models link to cultural approaches and role modelling. Children learn by observing and imitating and so watching and being supported by adults who encourage and work creatively by being flexible in approach, solving problems and painting and drawing with them can help develop their creativity.
Good communication between the staff in the setting is important as the children will copy adults so good use of language is vital in their learning. Visual aids would be used to help children with delayed speech and children who use English as a second language this will enable them to understand language more easily. At the setting we plan circle time discussions where the children are encouraged to talk about different topics and also their lives outside of the setting e.g. what they did at the weekend or holidays they have taken, favourite things or what makes them sad or happy, we use picture cards for the children to show their emotions, each child has an emotion card and is encouraged to lift up that emotion when it is portrayed in the story at story time. The children are encouraged to listen and repeat parts of the story which they always enjoy.
This is extremely beneficial for the children as they were learning through play whilst enhancing their knowledge both in school and at home which improves results and higher achievement. The interactive whiteboard gives lessons a different outlook to the traditional method of chalk and talk as it helps aid visual learners whilst giving opportunity for class discussions and positive behaviour. Using the Interactive whiteboard gives a lot more opportunities for teachers to present their lesson plans, making it more motivating and interesting for the children and helps keep them more focused and interested in what their being taught. It is clear that ICT in schools when used appropriately is a positive resource for both teachers and children and will continue to benefit children’s personalised learning throughout the curriculum. Bibliography Duffy, J.
Pictures: Pictures are used alongside words to make communication more easier and understandable. In fact in my placement school, the reading scheme that is used starts the children off with ‘picture only’ books so the children are encouraged to talk about the pictures in the book and make their own story up and ask questions. Technology: Computer programmes (apps and games), interactive whiteboard, story tapes, cds are all ways of stimulating a child’s communication development. These days a lot of programmes are interactive and children can hear and respond to different applications made specially to help develop their