I would need to know if I will be working on a 1:1 basis or with a group so I can plan accordingly. During the lesson I would be constantly monitoring each student that I am working with to ensure participation and understanding in the tasks set. I would be aware of the desired learning outcome and would be asking questions such as “what have you learnt today?” or “can you tell me one thing you now know after the lesson that you didn’t know before?” After the lesson I would discuss with the teacher what progress has been made and the level of the students engaging and what if anything the students have found particularly easy or difficult. On a termly basis I would feed back any issues that I have found with the students I have worked with, this is done in a meeting form so alternative provisions can be made if
Unfortunately, the FCAT does not evaluate student’s performance correctly due to students that fall under pressure. The pressure that student’s feel and encounter is also known as test anxiety. According to Channel 7 reporter Erica Rakow’s in the article “FCAT Stresses Students Out, she claims” The responsibility of passing both reading and math portion of the FCAT in 10 grade adds a stressful ambiance to students who really do not want to retake it as a junior (par.2). Rakow also points out “That responsibility includes promotions to the next grade, and future funding for their school. Some students get so worked up about the test they can’t even get through it (par.3).
Planning - the teacher will ask her staff to look over her planning and to give an opinion on it, if the staff feel there could be any improvements then they will tell the teacher. Delivery - we would make sure all the equipment needed for the lesson is all ready for when the pupils come to do the lesson. The teacher may ask for one member of staff to work 1-1 with a pupil to keep them on task, and the rest of the staff to support the other pupils. We would take our lead from the teacher and listen to what she wants us to do. Review - we would review the lesson at the end of the day and talk about what we thought went well and what we thought could do with improving.
If assignments aren't turned in for the day, I will ask the student why it wasn't completed and send a note home to the parents. I will inform the parent that the student will be allowed to make up the assignment, but some points will be deducted. I will explain to them the importance of turning in the assignment on time and that some points are better than no points. If assignments are continuously being missed by a particular student, I will type up a contract and I will have the students sign it. Anytime an assignment is missed after this, I will pull the contract out and explain to them the importance of their word.
In this meeting we will be educating parents about the different forms of abuse namely physical, verbal and emotional abuse. This will be discussed with students as well, We will inform the parent/guardian of their child’s participation to make sure the parent is aware of their child’s response should there be a lack of interest or any concerns thereof, we will inform the respective parents or guardians. In the event that a teacher suspects that a child is being abused or any indication of neglect, the teacher will make a note in the learner’s diary to contact the parent. The process is as follows: The child is first identified by the teacher who then addresses it to the school principal. If the principal is in agreement with the teacher, the parent/ guardian will be contacted by the principal.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
John Holt writes in his essay “School Is Bad for Children,” explains “We need to get kids out of the school buildings, give them a chance to learn about the world at first hand.” (Holt, pg.67.) I agree, freedom for students to learn is what educators need to start doing. Instead of sitting there and listening to the gibberish that the teacher is trying to explain, students can learn by doing and being more hands on. Holt adds, “Students, perhaps in groups, perhaps independently, will go to libraries, museums, exhibits, court rooms, legislatures, radio and TV stations, meetings, businesses, and laboratories to learn about their world and society at first hand.” (Holt, pg. 67) If education was taught this way, then when students do venture out into the real world to find work or continue on higher education they are more prepared to face them head
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.
Lab safety is a number one priority in my class. I hope to have various hands-on activities and I would be very disappointed if a student could not participate in the experience. Please do your best to follow the rules and prevent unfortunate consequences. Welcome to Mrs. Smith’s class. Print Student Name: ___________________________________________________ Please read and initial by each statement: _______ I have read and will follow the above agreements and rules as set
Watkins mentioned how she and her professional staff developed a plan and take provisions to handle the challenges they encounter. When I asked her to further touch on this topic, Ms. Rodgers handed me an outline of her classroom rules and reward program. She said that her staff is a major factor in enforcing these rules. She has two in class support specialists which I will ask her about further later in the interview. Ms. Rodgers mentions that the class rules and reward program play a major part in trying to prevent behaviors.