I spend most of my working life communicating through talking. I will guide others to expand their learning by using a verbal communication. In the Early Learning department I encourage the children to develop their speech and language usually through song or repetition. I often incorporate non-verbal methods such as sign language and body language to help them remember rather than giving them the answer. I believe that students also need to learn about effective communication strategies primarily in school so that they can find ways to work together with their teachers and peers to find academic success.
By developing a child’s speaking and listening you are supporting the development of communication as well as language; it covers what to do in a situation of a child having English as an additional language and what activities can support every child in their personal development. It gives practitioners ideas of what they can supply to make the environment enabling to their development. “English, during key stage 1 pupils learn to speak confidently and listen to what others have to say. They begin to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds.” (http://www.education.gov.uk/schools/teachingandlearning/curriculum/primary/b00198874/english/ks1) The National Curriculum gives practitioners/teachers guidance on what a child should lean and be able to do by the end of Key Stage one.
Explain why it is important to identify and meet individual needs Meeting the Needs of all Learners Student Diversity Aptitude Achievement Interest Motivation Needs Ability Learning and differentiation When planning to introduce an individualised approach to learning, as in personalised learning, teachers need to be aware of the ways in which learners prefer to learn. It has become common practice to identify preferred ways of learning during course induction. While this is clearly good practice, it is only the beginning of the process, not the end. As there is a range of CPD, while teachers may be well versed in theories of learning, what is not happening, in many cases, is the translation of theory into practice in the form of
You need to speak to the children in a way in which they understand for the age range you are working with to explain what they need to do. If the children are being noisy or doing something you don’t agree with you need to use a firm voice to communicate your disagreement with what they are doing and then tell them what they need to be doing. You also need to come up with fun and interesting ways to encourage or make learning easier to understand. Give praise when they have completed a task, answered a question correctly or given information relevant to the lesson in hand. You need to encourage the use of good manners please, thankyou, etc and deter bad manners and behaviour by talking to the child in question and telling them how they need to behave.
Promoting Inclusion Equality And Diversity Within Learners Theory 3 As a tutor my aim is for the students to gain competence in and a full understanding of the subject. In order for students to do this it is important for the tutor to be mindful of the issues concerning equality, diversity and Inclusion. In terms of equality and diversity the relevant factors we must be sensitive to when teaching are disability, sexual orientation, gender, ethnicity and race, age, religious beliefs and economic and social needs of the students. The diverse backgrounds and experiences of individual students are what make teaching so exciting and challenging. The tutor needs to employ a number of strategies to promote inclusive learning to ensure that all the students are involved in the learning process.
I should always think about the way I relate to others and the messages that are sent out. There can be situations where communication breaks down; misunderstandings can lead to bad feeling. Proficient communicators receive information, understand and synthesize it and express themselves clearly at a high level. They help motivate children to learn. There are several benefits of effective communication including the following; Benefits in terms of Pupils It is also important for pupils that I model effective communication skills as a teaching assistant.
The students should learn more about social problems through both languages and by considering why writers chose different ways of expressing opinions, the students could learn how to use English in certain ways, thus improving their essays. This activity will use the concept of intertextuality, where students build on their previous experiences in reading texts, which should positively affect the way in which they encounter new texts (Forman, 2008, p. 321) means those students, could improve their writing by examining lexicogrammatical structures and patterns that occur in different types of texts in relation to social purpose (Mercer). This should enable students to learn more about social problems through language as well as helping them learn about language in how to develop their critical and analytical skills, and the linguistic conventions of expressing opinions as expected in this
Learning Style Inventory Paper Jennifer Lomibao Teaching and Learning Strategies-HSN540 Mary Dowell PhD, RN, BC March 26, 2012 Learning Style Inventory Paper Learning style refers to the unique way an individual prefers to learn. This reflects an individual’s predisposition to implement a particular learning strategy despite the specific demands of the class. It is worth noting that the learning styles are conventional modes used to process information by individuals. Because individuals have a unique way of perceiving, organizing, and retaining information, it is imperative that educators effectively design and implement teaching methods that enhance learning to these diverse learners (Billings & Halstead, 2009). Studies show that students perform better in the classroom when their learning styles match the instructional methods implemented by their teacher (Farooq & Regnier, 2011).
Elbow (1986) Progress is based on actual performance rather than on how well learners perform in comparison to others (Lytle and Wolfe 1989; Sticht 1990). The formative assessment process can strengthen students' abilities to assess their own progress, to set and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also stimulate valuable feedback from learners about what trainers are doing effectively and what they could do better. It is important that learners should constantly be challenged with tasks that refer to skills and knowledge just beyond their current level of competency. This captures their motivation and builds on previous successes to enhance learner confidence (Brownstein 2001).
The communicative activities are focused on target language fluency through practice. Finding the right balance between communicative and non-communicative activities can affect the motivation of the students. Not all students would want to continuously tackle grammar and vocabulary, whereas some will feel confident dealing with language construction and structures, but will fall apart when it comes to the usage of the language. It is this balance of assisting the students to develop their English language knowledge supplemented with English language practice through raising their motivation levels that can prove to be a conundrum. Yuru