I seek her permission and consent to teach her about medication administration procedure. The consent attached in (appendix 1). Identifying Learning Needs ,Planning and Managing Student Experience. In the learning process the important things to do identifying my leaner needs. Vision for learning and teaching enhance the quality of student in learning experience by providing a support and well-resourced learning environment.
What I understand by ‘teaching for learning’ is that as a pre-service teacher we need to learn about teaching well at the same time also achieve confidence and competence in the students learning which than leads to teachers identifying their own purpose and values which supports their practice and professional approach. 2. List the four components of Praxis Inquiry and provide one activity that you might engage in for each of these. The four components of Praxis Inquiry are: - Describe Practice: This component involves describing heats happening in the classroom and in order to achieve this would be asking question such as What do learning and teaching look like in my classroom? - Interpret/explain practice: This component involves educators sharing and interpreting of quantitative and qualitative analysis which involves me talking and analysing my descriptions of my practice with other teachers.
The tutor needs to employ a number of strategies to promote inclusive learning to ensure that all the students are involved in the learning process. A ground floor venue would be the preferred option for those who need wheelchair access. For students that have a disability (such as being blind or deaf, etc.) it may be useful for the student to have learning support whilst attending the classes. Carefully prepared resources can also help with inclusive learning.
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.
In Educating All Students: Creating Culturally Responsive Teachers, Classrooms, and Schools, Monica R. Brown establishes definitions for “students from culturally and linguistically diverse backgrounds (CLD)”, “culturally responsive teachers (CRT)”, “culturally responsive classrooms (CRC)”, and “culturally responsive schools (CRS)”. Within these working definitions, Brown provides a framework in which she believes all teachers should strive to teach. The importance for being culturally responsive (CR) she asserts, stems from the supported research which says that “if educators were to make the effort to ensure that classroom instruction was conducted in a manner that was responsive to the students’ home culture”, then students would comprehend and retain information at higher rates with greater “improvement over time” (Brown, p.58, 2007). A “culturally responsive [educator] believes that culture deeply influences the way children learn”. When students feel that their home and community cultures are being recognized, they connect more with the content in the classroom, feel supported due to the conducive environment, and subsequently come ready to learn.
In conclusion, a multicultural classroom requires various teaching methods for students’ success. In order to successfully teach a class like such, teaching materials must be modified to involve and recognize each student’s culture. When a teacher shows interest in student’s heritage and culture, they are able to gain their students trust. This encourages and motivates students to learn in a diverse
Whether to work with disadvantaged children who help preschoolers get ready for school, they all want to help children on their own way and have a specific desire to that discourse community. In conclusion, as you can see here teachers have a unique discourse community of their own. Discourse communities can be unique to the individual or be as broad a being a citizen of the United States. The idea is that the members of the discourse community share interest, values, and language specific to that group. Being a teacher, you share many interests, values, certain language, specific child developmental language and purpose for doing the work they
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.
Lastly, my plan will talk about how I will discuss and implement my strategies the classroom, as well as make sure the rules and procedures are clear and understood by all students. A classroom management plan is vital to have in a classroom. This plan is designed to help a teacher keep control of her classroom so she will be able to teach all the students on an equal level. This plan also allows a teacher to set up a discipline plan for children that just simply do not like to follow directions. Through this plan, students will be able to learn to conduct themselves in a respectful way towards all teachers.
When assessing an ELL students’ performance, there must be group work that will be close to the real world like problem solving and personal communication. The English language development is monitored overtime by the teacher’s observations and the student’s self-assessments. The assessments are used at every level of the learning process. Both the teacher and student will benefit from the initial results and the ongoing