This is different from selection – though information gained through the selection process should be useful during the assessment. ●Initial assessment is a process, not a single event and uses a range of methods which help prospective employers and providers to find out about learners. This process helps learners to find out about themselves and their programme (what they will learn, and how). The outcomes of initial assessment help to inform the individual learning plan (ILP). In fact, it would be difficult to supply all the information needed for an ILP without carrying out a thorough initial assessment.
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
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.
NVQ level 3 Unit 302 1.Explain what reflective practice is Reflective practice means: we explore why and who we practice; thinking back over a situation or activity; developing a different approach; gaining insight into a new way of learning. 2.Explain the importance of reflective practice in continuously improving the quality of service provided Reflective practice is important because we can focus on what has worked well and what needs to be improved. Helps us develop greater self-awareness and consider new approaches and learning. And enable a different approach to be applied. 3.Explain how standards inform reflective practice in adult social care Standards inform reflective practice by informing own learning, helping one to think about professional accountability, enabling professional development, providing a way of identifying what is required for good practice.
Cher this is a website I used. http://www.academicintegrity.org/icai/assets/FVproject.pdf Spring 2014 Assignment # 2 1) How would you define ethical learning and academic integrity? I would define ethics learning as the ability to prepare our students to develop the necessary skills needed to living a productive life in our society by providing an environment that is conductive for learning. Academic integrity is holding them account for your action, promoting growth whereby they learn to be responsibility and treating other with respect. According to the Center for Academic Integrity (CAI) is teaching students to become model citizens who are honesty, trustworthy, fairness, respectful, and responsibility regardless of consequences.
A Critical Analysis of Own Approach to Reflective Practice and Exploration of Potential Continuing Personal and Professional Development (CPPD) By Michael Smallman What is reflective practice? According to Jennifer Moon (1999: p63), it is "a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind". It is my intention to give a detailed examination of reflective practice, both in my own approach and also in general terms. The analysis will cover what I feel is beneficial in how I apply reflective practice, and how it plays such a vital role in classroom management. I will also discuss Continuing Personal and Professional Development (CPPD) and why it is important for every teacher to ensure that their individual progress is regularly maintained.
Running Head: Theories NBT Task 1: Classroom Management Theories Rob Tippett Western Governors University NBT1: Classroom Management, Engagement, & Motivation Mentor Robert Bott Abstract For this task I will be creating a personal philosophy of classroom management related to my area of licensure in Special Education. This work will explain how elements of classroom management theories influence my personal philosophy in; self-management, self-efficacy, student motivation, and student engagement. I will also be looking at strategies for managing routine misbehaviors into my classroom management philosophy. My philosophy on classroom management focuses on creating a calm, safe environment for each student. I will create this environment through an engaging curriculum, personable interaction, topic orientated discussions, and group work.
Although the theories of Piaget, Vygotsky, Erikson, and Kohlberg are relatively abstract, we had to find ways to put them into practice in our teaching. I believe this unit also addressed the same TPEs as the second part of Unit one, going from theory to practice and synthesizing our knowledge about students in general to guide our specific teaching practices. The second part of this unit involved learning how socially developed ways of thinking about race can inform teaching. This learning was specifically related to TPE 11, “Social Environment,” in which teacher candidates must create a positive learning environment including fairness, respect, and caring. During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP.
Another role is to evaluate the tutor's own teaching and revise learning plans if necessary. In terms of boundaries, the tutor should receive an introduction at the place of work and with that some outlines within the organisation's expectations in regards to role and responsibilities of a tutor as well as a feel of the organisation's ethos. It is however important to know how far to take the role of tutor and when is appropriate to refer a student to a different professional or bodies like the learning support team for diversity or disabilities issues. A tutor must remember to act within the syllabus and in relation with what he or she is teaching and not beyond the course, maintaining either professional as well as personal boundaries and always keeping in mind confidentiality, following the requirement expected within the
Therefore by identifying what you do not do so well you can determine your goals for addressing this. When applying for a graduate job you need to be aware of your talents, inclinations and skills so you can make good decisions, and can communicate clearly too potential employers. Employers will expect you to have assessed yourself and they will be assessing you – trying to discover your potential, the sort of contribution you might make to their organisation, the nature and range of your skills and how well you communicate. The aim of our self assessment during the training session today is to focus on our employability skills. Everybody has a range of skills – identifying them and being proud of them sets you on the path to career success.