Secondly, children increase social and cognitive development from positive influences that are communicated by teachers. Emphasis around Vygotsky’s theory will explain the basis of social interaction facilitating learning with the benefit of good communication (Eggen & Kauchak, 2010). Thirdly, teachers must develop high level of written and verbal communication skills. This will develop good relationships between the teacher, student and family leading to proper educational practices that will improve student’s overall outcomes will enhance their literacy skill. Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases.
This captures their motivation and builds on previous successes to enhance learner confidence (Brownstein 2001). As I have previously stated, it is important to introduce learners to the decision making process and
Inclusion and inclusive education are quite broad in definition, however with the support of this unit my professional understanding of inclusion has been formed by research and practices such as all student engagement, asking the question how? we can provide for diverse needs (Spandagou, Lecture 2), also Standard 1 of the Disability Education Standards (2005) identifies the need to know our students and how they learn, thus the need for personalised learning plans. The IPAA is an incredible framework, a reflective tool to assist teachers in achieving an inclusive approach to education, teaching and learning which helps to achieve standards 5 & 6 in the Disability Standards for Education (Florian, 2014, p.293). I agree with Foreman (2008) in his argument for inclusion as a concept which extends beyond the immediate environment and education to society itself. It is not ignorable the fact of discrimination and unsettlement of people around others with disability and lack of education about various disabilities and additional needs is concerning.
According to Gravell, (2012:18), the main role of the Teacher is to help learners achieve their chosen programme. Gravell went further to explain that this can be achieved by using various teaching and learning methods whilst taking into account learners individual needs. As a Team leader in the Princes Trust I will wear many hats: friend, judge, mentor, different roles for extracurricular duties. When I say mentor it means many things from a role model to coach to confidant, someone I believe who encourages positive behaviour this could be with the use of more responsibilities in the class room. Helping them improve the skills this could be through communication for example being able to understand situations and resolve differences which will build trust.
During this process I would develop a realistic plan for learning and assessment with the learners. An initial assessment contributes to the learner’s professional development by high-lighting the learner’s skills, and experience, it can also identify any specific needs your learners have. Prior learning can also be taken into account, by focusing on observations and practical tasks, an initial assessment provides an individual plan based on the learner’s abilities and achievements, it is a basis for on-going informative assessments which ensure learners demonstrate progressive learning. For an assessment I would use two methods for gathering evidence; direct - such as observation or work product and
The reason for these policies are to promote positive behaviour and all schools have policies on : • Behaviour • Bullying • Child Protection • Equal Opportunities As a TA it is our responsibility to find out about the role of staff, rewards and sanctions and training. To develop a harmonious learning environment appropriate rules, need to be established and enforced, behaviour plans and most importantly pupils to be involved in the process. I feel if learners understand why rules are important then there is a greater chance that they will follow these rules. Rogers 1998, 1995 ''Shared rights, shared responsibilities and shared rules'. At Parkway Primary School a lot of verbal praise is given and I have done this many
In the “Level B Case 1”, it states that, “Choice-making is a strategy that enables students to select from a number of options.” (Curran, 2003) It also said that the choice-making strategy can be used to increase specific behaviors. I chose the choice-making strategy because this strategy helps children have the encouragement that motivates them in their accomplishments and becoming successful students. According to the text, “Since Friedrich Froebel founded the first kindergarten, European American theorists have maintained that children are motivated and empowered when they can make meaningful choices about the way they spend their time. (Hewes, 2001) (Kaiser & Rasminsky, 2012) I also choose this strategy because the use of choice making can be averted to the challenging behavior. There are several benefits of positive reinforcements by using the choice-making strategy.
By becoming a member of our Patrick Henry PTA you can become an important part of helping to ensure that these plans become a reality. The PTA works to enhance our student’s educational experience by sponsoring enrichment programs and social events, along with support for our classrooms through the purchase of select supplies and equipment, as well as providing an opportunity for parental/guardian involvement and enhanced communication between parents and school staff. Your participation is the key to our success. We invite you to get involved and be an important part of this educational experience. Studies have shown that parents who are active in their child’s education can improve schoolwork, test scores, and behavior.
5 Key Ideas regarding Quality Assessment According to McMillan (2011) Ch. 1, pg. 2 ‘it is important to think about classroom assessment as a process that supports and enhances student learning, not something that merely documents what students know, understand, and can do. Therefore, teaching and assessment coexist in interaction, feeding and influencing each other. McMillan (2011) contends that quality assessment measures involve establishing credible performance standards, communicating these standards to the students and providing feedback to students on their progress.
2. Literature Personal development planning (PDP) is defined as a structured and supported learning process by a person to enhance and reflect ones own goals, educational, personal and career developments. The approaches to learning that connect with planning include; intentions and achievements record and reflect, actions into goals, experiences reflecting evidence. A report in 1997 by Dearing recommended that students receive structured opportunities to become: • More aware of themselves; • More aware of how to learn; • More aware of how to improve personal performance; • Better able to cope with the transitions to their chosen careers. (Cottrell, 2003) The Dearing Report defined personal development planning as: A structured and supported process undertaken by an individual to reflect upon their own learning and/or achievement and to plan for their personal education and career development.