NAEYC Codes of Ethics Core Values *Appreciate childhood as a unique and valuable stage of the human life. Appreciating childhood could affect teaching in the classroom because you would know how to teach them better. I think that you would also be able to come up with more developmentally appropriate activities for the children. *Base our work on knowledge of how children develop and learn. By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities.
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 this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development. Teachers can do this by planning and preparing teaching and learning activities that take account of the needs and well-being of individual learners as well as groups of learners. Some key aspects of a role as a teacher may be: carrying out initial and/or diagnostic assessments; clear communication with your learners, other professionals and stakeholders; promoting appropriate behaviour and respect for others; identifying and meeting individual learners’ needs; being aware of the support mechanisms available; being organised; being reflective, which means learning from successes as well as mistakes. What are my responsibilities as a teacher? As a teacher, my primary responsibility is to ensure that learners are enrolled onto the correct course, in terms of meeting their needs, abilities and aspirations.
[online] Available from: https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4 [accessed 25th March 2015]. DEPARTMENT FOR EDUCATION., 2004. Key Stage 3 National Strategy | Pedagogy and practice Unit 5: Starters and plenaries [online] Available from: http://www.iccollege.org.uk/Resources/Documents/Starters_and_Plenaries.pdf [Accessed 5th May 2015] FISHER, R. and WILLIAMS, M. 2004. Unlocking Creativity: Teaching Across the Curriculum. United Kingdom: David Fulton Publishers GARRISON, C & Ehringhaus, M., 2012.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
Teachers can analyse performance using tests or questioning the pupils after completing an activity. Plans could include differentiated classroom groups, built in review time. Plan to give pupils examples of a variety of skills, attitudes, standards and qualities to aim for. (b) the learners Peer and self assessment are activities that actively engage pupils with their level of understanding and the quality of their work and help them to reflect on how to improve. Pupils must be familiar with learning objectives, outcomes and success criteria and feel confident in how to interpret them.
D. (2012). Including Students with Special Needs: A Practical Guide for Classroom Teachers (6th ed.). Retrieved from The University of Phoenix eBook Collection Database. This resource is the textbook that is used in SPE 300 in the University of Phoenix. This resource has many important facts about the realm of special education and also includes a timeline about some of the most important events surrounding special education reform.
The article is review of research done on the impact of shared decision-making as an effective tool to empower and collaborate with a team required to support the progress of students with special needs. The article recognizes the law within the Individuals with Disabilities Education Act (IDEA), which requires that students with special needs be placed in the least restrictive environment in which they are able to progress successfully in the school setting. Recognizing the law of IDEA, the article presents that a key to making the inclusion process successful is to have shared decision-making. That realistically, where the general education teachers are brought into the decision-making process at the end of the inclusion process, those teachers must be included at the beginning.
(2008) Barriers and facilitators of multidisciplinary team working: a review. Paediatric Nursing. 20(2), 26-29 Greco, V. Sloper, P. (2003) Care co-ordination and key worker schemes for disabled children: results of a UK-wide survey. Child-Care, Health and Development. 30, 13-20 [Internet] Available at: http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2214.2004.00381.x/pdf [Accessed 13.03.12] Heslop.
“Early Intensive Help For High-Risk Juveniles.” Corrections Today 63.7 (2001): 80-84. Academic Search Premier. Web. 17 April 2012. Mincey, Barrett, Nancy Maldonado, Candace Lacey, and Steve Thompson.