Goodwillie’s book called, “Breaking Through” and Cameron’s book called, “the Artist’s Way,” focuses on two unique ways of teaching people about creative drama. There are many benefits of using creative drama in the classroom. Social awareness is increased through working with others, and pretending to “be” others. By doing this, a child can learn to understand himself and others. Also, Children learn cooperation, leadership, and communication skills.
Moreover, visual arts provide meaningful self-expression of all students. This is also the reason why a great number of educators have integrated visual arts in some of their subject areas in the curriculum. Visual arts educators make use of rich arrays of content to design curriculum that will enable students to be able to meet various standards at different
Obviously, doing so, is most beneficial for staff, students and the community the school serves. Key Leadership Emphasis According to the authors’ extensive research, studies show that struggling schools did not improve without changing cultural patterns. Alternatively, schools showed improvement when “norms, values and beliefs reinforced a strong education mission, a sense of community, social trust among staff and a shared commitment to school improvement” (Deal and Peterson, page 8). A positive culture in a school, according to the book, increases teacher effectiveness which creates a positive desire to improve, leads to increased instances of using data, collaboration, problem solving and professional development for improvement. The authors discussed many strategies that leadership could use to turn a school around, mostly about changing the culture in the school such as using school’s symbols, history, vision and values, stories, rituals and traditions.
A combination of the elements mentioned above ensures complementary areas of students learning are addressed. Through the Principles of Learning and Teaching (PoLT), the classroom is described as being a place that is supportive, motivating, engaging, diverse, and challenging. It is also outlined that assessment should be fair, transparent, and productive. The Victorian Essential Learning Standards (VELS) allows for the value of the context to be linked with the content of the classroom. The Reporting and Assessment Advice ensures that outcomes of these environments are communicated regularly to parents providing them with “easily understood information about how their child is progressing and plans for future learning.” Through my teaching practices, I mindful that my teaching strategies and abilities need to combine with those set out in the initiatives and methodologies to provide a safe and engaging learning environment for all students.
There is a positive culture of learning and development that is celebrated by merits, certificates, displays and praise from teaching staff. School trips are used to help pupils to work together and increase team work and bonding. School clubs are varied and encourage pupils to further their interests in other areas. The school has an inclusive environment and positively reflects the importance of diversity, every effort is made to ensure that all pupils can be involved in all areas of school life and other cultures are celebrated. The aims or vision of a school are often seen in the school literature and are set by the head teacher in collaboration with the staff, parents and community.
By basing knowledge on how children develop and learn, it can help make more developmentally appropriate activities. The children would learn more, and you would be more successful as a teacher. *Appreciate and support the bond between the child and family. If you appreciate the bond between the child and family, teaching in the classroom
Modelling and expanding a child’s language when working in the setting can be achieved every day when talking to the children. We use language which is age appropriate so the children can understand and we adapt adult language so it is understandable for them. Checking understanding of words used and repeating them when possible can help extend vocabulary and give clear understanding of words so they can be used in the right context. When painting we ask the child questions about the painting, then we wait for the child to answer, giving them plenty of time, firstly to think of an answer and then to reply, If the child doesn’t respond then you could give prompts, “I like the colours you are using, what colours are you going to use next or “it’s a beautiful flower you have painted, have you seen them outside”, by asking questions this may lead the child in to a conversation and develop ideas. Repeating what a child has said” I got bike and doll for my birthday” I would say “You had a bike and a doll for your birthday, that great”, also emphasising words, when a child says “I got doggies” I would say “do you have dogs at home”.
Finding ways to make the material fun, engaging, and easy to comprehend will nurture a love of learning. Treating students with kindness and respect and helping them learn to apply that to others to create a positive and nurturing environment. * Differentiated- Making sure to include visual, audio, and tactile facets to all curriculum so that each individual will have the best chance possible to understand the material not matter their learning style. Working in pairs, small groups and classroom projects where partners and assignments are chosen based on the individual needs of the students. Keeping charts on each student for educational, social, and behavioral goals and personalizing the reward and recognition that they get for their effort and
You have a visual/graphic learning style. Recalling pictures, diagrams, or slideshows while taking a test means you visually learned the material. Learning by sight is probably one of the most common learning styles. Educators often use visual aids to teach, because students often understand the material better. Being able to see what has been being talked about in the class all week, makes learning easier for a visual learner.
Thesis statement: There should be more art and dance classes in the school curriculum. Academic achievement _ According to Ruppert (quoted by Helena Aletta Sophia Prins, 2008), learning experiences in the arts contribute to the development of academic skills _ improve students’ achievement in learning by utilizing the arts as a learning tool such as incorporating the arts into other classes ( create strong bonds between the arts and other subjects, which enables children to learn both deeply ( E.g: Teaching language: integrate music and dance into a language class – new vocabulary and sentence structures through English songs. Learning takes place in a "language-rich" environment. _ A study from the University of California found students who highly participate in the arts have better performances on standardized achievement tests than students who do not. Thinking and social development _ Thinking: imagination, inventiveness, creativity, and problem-solving skills ( In a research study of a high school, “those who studied dance scored higher than nondancers on measures of creative thinking, especially in the categories of fluency, originality and abstract thought”.