Least restrictive principle The ethos of the setting is important, we need to consider the rules (too many, too strict, no rules etc..) Do we give enough responsibility to children? Do they get enough freedom? Reinforcing positive behaviour Children are more influenced by positive reinforcement than by punishment. Good behaviour is more likely to be repeated if it is rewarded in some way. Timing is very important, we need to give a reward (praise, stickers, extra attention) straight after they have done something good, otherwise it will be forgotten by the child very quickly.
We must be patient and be able to tolerate varying amounts of floundering, confusion and false starts. We also must allow the individual to take their time to discover their own solutions while being honest with them without being judgemental. If for instance, an individual is showing lack of progress, we need to continue to motivate them and empower them to help themselves. The individual will be experiencing low self-esteem in these circumstances and we need to remind them of past successes. If progress is being made, we need to continue to encourage them and congratulate their progress.
I’ve taken the pre-assessment, now what? If you have not yet taken the preassessment and are just ‘peeking’ please go ahead and preview the course and take the preassessment we will be here waiting for you. Congratulations on completing the preassessment for C217 this is a great step along the path to success in this course. Below you will find a guided study plan to help you refine your studying as you progress toward the objective assessment. This guide is not a substitute for a thorough reading of the material it is just to help you identify areas to critically think about so you can be successful in this course.
PTTLS - Unit 8 Assignment WS Training Using Inclusive Learning & Teaching Approaches In Lifelong Teaching Learning Outcome 3: Evaluate own practices in delivering inclusive learning and teaching 3.1 Review my approaches to inclusive learning In considering the structure of my session I decided that when planning I would follow that suggested by Curzon (2002); * Introduction * Development * Consolidation * Conclusion Following this format I was confident that I would achieve my aims and objectives for thins session. Wilson (2009) suggests that one of the first rules of teaching is to “assume nothing” as making assumptions, either of expectations or knowledge, may be detrimental to learning. To ensure that the aims of the session were clear to the group I identified them as an overreaching perspective that could be easily understood based on the tile of the planned session ‘A Beginners Guide’. Using this premise my aims were twofold: 1- Explain what we were going to do within the session, and 2- What the purpose of the session was The outcomes however are much more specific and identify what the aims will enable the leaner to achieve. In my session there were four defined outcomes: * The basic layout * Individual position identification * Individual position meaning * Individual position interrelationships These outcomes would allow a progressive learning structure based on a SMART as suggested by Gravells (2012) and would incorporate the various stages of learning as defined in ‘Domains of Learning’ Bloom (1956) these stages including; * Attention * Perception * Understanding * Short/long term memory * Change in behaviour Starting with the basic concepts and progressing through increasing more complex notions, this could then indicate that learning had taken
| |Relevant Coaching Points and Altered |As previously mentioned Brendan didn't |Jack was well rehearsed when it came to |Again Karl and Pauric had researched the |As stated before I made sure to explain | |Teaching Positions |explain the coaching points when |the coaching points of the exercises eg |apparatus work very well and were able to |the coaching points of the stretches and | | |performing the stretches. He did however |keep head tucked in for roll. He could |give good coaching points. However they |showed them from the front and the back.
Portrait of an ISTJ When I took the personality test, Myers-Briggs Test, my results was the portrait of an ISTJ (Introverted Sensing Thinking Judging). The ISTJ personality was very accurate and was very close to my personality and my way of thinking. I am quiet and reserved to the people I’m not really close with, but I am down-to-earth and easy to talk to. According to the personality sheet ISTJ, I have a strong-felt internal sense of duty and that fuels my motivation to complete tasks. This is completely true about me, for example, I want to do well in school, so I could go to a good college and get a nice job, I want to be successful for my parents, I want them to be proud of me and after I graduated from college and started working, I want them to live a stress-free life.
I chose this lens because it seemed as if it were the most rational and that it was in favor of a larger amount of people being satisfied. In this situation, it was plain to see that you would have to act off what is morally right, and the responsibility I owe to the company and employees to feel empathy and fairness. The Rights/Responsibilities lens also allowed me to treat Gayle as a responsible adult who can make choices for herself, while encouraging her to tell you what the problem is so that I can fulfill my duties to all the stakeholders. Also the results lens was used. This lens allowed me to determine the impact my decision will have on all stakeholders.
We do not want to be known as just another daycare. The extensive research I performed was extremely helpful, especially when I did my analysis. The analysis revealed that I need to market our abilities and capabilities so that we attract the type of people we want and to ensure that we give the people what they need, want and
Finally, stating the benefits that would result if my solution was implemented or the negative consequences that may result from doing nothing. This leaves the audience with a clear and concise action they can continue to ponder after reading or listening to your argument. Your audience can either choose to endorse your solution or reject it, but following these techniques and approaches allow the best opportunity for
Principles of Marketing Reflective Overview “Principles of Marketing” was a part of my programme this year. I haven’t studied marketing before, but I had an idea of its general concept. It is well known how everything around us and in our lives is affected by marketing. It was useful and interesting to get closer and understand this discipline better. My expectations were met: the information given us during lectures and practice on seminars in teamwork was very fruitful and informative.