TDA 3.4 – Promote children and young people’s positive behaviour. 1.1 – Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. There are a number of procedures and policies within a school that promote positive behaviour for children and young people. These include the behaviour policy, the code of conduct, rewards and sanctions, how the school deals with conflict and inappropriate behaviour, the anti-bullying policy and the school’s attendance policy. The behaviour policy is simply a set of guidelines on how school staff should deal with their students’ behaviour.
Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
We are also required to sometimes work with individual groups of pupils on set tasks or individually with pupils who need one to one support. A teaching assistant also displays work of the pupils in a complimentary way and this is very important to give an ego boost to the pupils and to celebrate their achievements. We also have to display pupils targets, class rules and other words/numbers from various topics. Sometimes a TA is required to work with pupils who have a disability or learning difficulty on a one to one base to help them achieve the same goals as their peers keeping them in mainstream school can be extremely important and a pupil with these difficulties will often need extra support to understand their work. Quite often a TA is responsible for supervising the pupils at playtimes, on school outings, or just generally in the classroom and also offering additional support to the teaching staff in all areas.
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’.
If you don’t do the work, how do you expect to get good grades? Study at least 30 minutes a day, and twice on the subject you’re having a hard time in. Repeating a grade is one of the most embarrassing things in high school. Taking the same class you took previously, but with younger students. Of course you’re going to get teased, picked on, and called stupid.
It means that students can take responsibility for some of their own progression. Students can ask themselves what am I learning and how can I do it better. Giving students constructive feedback will allow them to recognise how they can progress and achieve the next step in their learning. Having confidence that all students can improve. Both the teacher and student are involved in the reviewing process and can reflect on the assessment information.
You work has always been on time. You have a wonderful insight with everything you write. How would you feel if someone stole or used your work as there own, and took credit for it. Not only that but got away with it. I have copied the section of the student code of conduct that you have broken here, I would like a response in 300-400 words, on the section of the student code of condust that deal's with all form of plagirism, and the previous work.
3. Assessment and accountability Foster professional growth, personal development and accountability through support of students in practice. Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team. Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and their implications of this for their future.
Assessments are a crucial part of education and there is a need to measure where student are at in order to adjust curriculum and motivation. This needs to be done carefully and with very high consideration of the student’s emotional well-being. Rewards systems and positive reinforcement are crucial to creating a supportive environment that students want to be present in. * Nurturing- Creating a love for learning will make learning easier. Finding ways to make the material fun, engaging, and easy to comprehend will nurture a love of learning.
These students who use motivational beliefs also utilize more self regulation learning skills (Schunk & Zimmerman, 1997). The performance of these students ultimately results in their performance that would otherwise be considered less adaptive through their counterparts (Schunk & Zimmerman, 1997). Schunk and Zimmerman (1997) reported that the social cognitive theory of self regulation is extremely useful in finding how students are able to succeed throughout their education. According to Schunk and Zimmerman (1997), “the social cognitive models distinguish themselves from a purely cognitive theory and they focuses on the interrelationship among learners... their beliefs use self generated learning strategies” (Schunk & Zimmerman, 1997). The social cognitive model is one that is places emphasis on explaining how the individual’s personal behaviors and beliefs are influenced by the individuals learning environment (Schunk & Zimmerman, 1997).