Test-taking, career-oriented, learning behavior, decision-making, and critical thinking are all areas in which I have strengths. I was able to apply this to my theory through the way in which class is conducted, and the students are assessed. DI and inclusion push for children to embrace their learning behavior and styles while helping them develop deeper thinking processes. Creating success and higher levels of thinking allow children to become goal orientated which will help them when it is time to choose career paths of their own. In my theory, an effective teacher must also be willing to change and adapt lesson plans based on the needs of the students.
The important influence of behaviors on learning can be studied by the behavior that occurs after learning has been initiated or stored. Behavior and learning are codependent on each other. Behavior is observable, and this makes the process of learning more easily observable as well. The two types of behavioral learning have aided in understanding the concepts involved in improved learning through conditioning. These new realizations have been converted into the classrooms to better educate students.
Finding what is most helpful for meeting the goals set out in the standards may be difficult for a new teacher. Setting high standards and clear goals for students help set them up for their future, make them feel valued and have a goal to reach for. Close-Reading is a careful and purposeful way of reading that help the students to actually comprehend what they are reading and in turn makes reading more desirable. Additionally text-based evidence aides in the understanding and comprehension by providing students with well structured and purposeful text. There are so many times in my life I wish I could go back to my early education years and pay closer attention to what I was being taught.
My learning experiences are greatly enhanced by utilizing various visual tools such as charts, graphs, posters, movies, videos, television, and computers. As a visual learner I can benefit greatly from visualizing the information while simultaneously listening to the information. As an educator I present materials, and instructions in written form as well as orally to meet the needs of visual and auditory students in the classroom setting. The visual learner comprises 40%-50% of the general population. Auditory Modality: As an auditory learner I must listen intently to the information being presented.
Teaching Assistant level 3Assignment 3 Student Name: Shazna Begum Student Number: SHA851BE Tutor: Mr Ken Smith Question 1: Why is it important to observe and assess pupils development? Precise observations and assessments are vital to efficient educational training. Cautious analysis enables both the teacher and teaching assistant to make assessments linking to each individual’s behaviour, learning techniques, stages of development and maturation, curriculum advantages and disadvantages, contemporary learning needs and attainments. These observations and assessments can help underline and commemorate individuals advantages and also discover any disadvantages in their learning. It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development.
Towards Dialogic Teaching Robin Alexander After reading Dialogic Teaching, the main purpose of the publication seems to be that Alexander wants to change the style of teaching so that it is based more on the dialogue side rather than written work. He then extends to saying not just about using dialogue more but using it more effectively, as he says, “Talk has always been one of the essential tools of teaching and the best teachers use it with flair and precision.” He starts talking about using dialogue more effectively as he believes that, “Children need to talk, and to experience a rich diet of spoken language, in order to think and to learn.” He also goes on to say that “Reading, writing and number may be the acknowledged curriculum 'basics' but talk is arguably the true foundation of learning.” These two quotes from the publication fit together to prove Alexander's purpose of changing the teaching style to involve more dialogue as it will benefit the children more. This leads on to one of the main claims that, if more dialogue is inputted into teaching techniques, then this will have a positive effect on the students’ progress. This is already happening and being proven to be correct as: “The project has been achieved in many of the Yorkshire and London project classrooms. The transformation of the classroom culture and the growth in children's confidence is palpable and impressive.” Another quote in the publication shows that there is a growing amount of interest in Dialogic Teaching, “many local authorities and schools in England, Wales and, latterly, Scotland, have launched initiatives which draw on the ideas in this publication, and there is growing international interest.” This means that Alexander's main purpose of the publication is more likely to happen as more people agree with him that more dialogue should be included in the teaching styles.
Teachers need to look at their ELL students as individuals with background knowledge, a culture, and prior knowledge. The goal of bilingualism is to teach the student English while appreciating their native culture including their ability to speak, read and write in their home language. Students, who continue to develop their native language while acquiring the English language, learn the second language faster. Due to this fact it is very important to get the student's parents involved in the education of their child, and to create a working relationship with their
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. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.
When communicating we should think about our choice of words, body language, eye contact, listening and how we respond. A young person will look to their teacher/support as a role model; therefore professional clear communication is very important. If a good relationship has been developed between students and their role models they are more likely to feel comfortable talking to them and will feel that they are approachable. More beneficial support to the young people is more likely and so this will have a good impact on learning and social skills. When communicating we should consider many things to be a positive effective role model.
Identifying what type of personality is present enables students develop study plans that are best suited for success. As important as it is to understand personal intelligence and personality types, it may become more important to understand the intelligence and personality types of your peers. Group activities and discussions are an integral part of the distance learning. In order for all students to get the most out of these settings, an understanding of how others think, process and react is a must. Understanding the strengths of fellow students allows one to improve areas of weakness by absorbing what is imparted by fellow students.