It is important that the teacher appreciate any input from their students, whether the answer is correct or not. This openness will instil confidence and motivation from within the group and help their learning experience. To create a positive learning environment, with a clear structure, a teacher needs to have the ability to plan their lectures or sessions effectively. With clear goals and aims which match up with the curriculum. These lessons need to be creative, incorporate activities and techniques that will engage the learner.
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”.
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
No one method will be suitable for all learners and all situations and the person responsible for the students learning must be prepared to be adaptable and use different methods in order to establish appropriate behaviour and an all inclusive environment in which to learn. Ground rules are necessary in all learning environments either express or implied. James Atherton (2009) believes that ground rules are the minimum necessary to enable learning to take place in the class. He goes onto to suggest that a teacher should know what they want in the list of ground rules before they start. He asks the question of teachers, if they don’t know what ground rules they want how will the students?
Teachers have a great obligation of forming the cycle of adolescent, vulnerable kids. This obligation brings along grand satisfaction and amusement. A good teacher can be defined as a person who always forces and urges their students to do their most desirable work, at the same time that they attempt to cause students to require them to do their best, while trying to make learning interesting, as well as creative. A child can experience a good or a bad influence from a teacher early on in life that can greatly affect their lives and their future. Education comprehends the teaching and the learning of knowledge, information, legitimate strategies, and special authority.
The scaffolds facilitate a student’s ability to build on prior knowledge and internalize new information. The activities provided in scaffolding instruction are just beyond the level of what the learner can do alone (Olson & Pratt, 2000). The more capable other provides the scaffolds so that the learner can accomplish (with assistance) the tasks that he or she could otherwise not complete, thus helping the learner through the ZPD (Bransford, Brown, & Cocking, 2000). Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learner’s development and providing support structures to get to that next stage or level” (Raymond, 2000, p. 176). An important aspect of scaffolding instruction is that the scaffolds are temporary.
QUESTION 1 As an interpreter of the curriculum and developer of the learning programmes, it’s insufficient for the educator to give a narrow definition to the concept “curriculum” There are different definitions and aspects of “curriculum” Introduction The term curriculum is one of the key terms in the education sector. It can be interpreted in many different ways depending on the person interpreting it and perspective. Different exposures also affect how people define the term curriculum. Hence we have a narrow and a broad definition of the term curriculum. In this essay I will discuss the definitions of the concept “curriculum” and this will be done by describing the different ways of understanding curriculum and how these different understandings related in some ways to each other.
They are both constructivist, holding that children learn through constructing meaning with their world. Where these perspectives diverge is in how each child constructs knowledge, the role of the teacher and how imagination plays into development. There are many beliefs in common between Montessori’s and Froebel’s education philosophies. Both believe in the child's right to be active, explore and develop their own knowledge through investigation. Both see activity as a guide to education and do not believe in repressing it.
Introduction The role of the teacher in producing student centered learning has been the subject of considerable discussion over time in this dynamic world. Polio and Humphrey (1996) noted that effective teaching revolved around the connection established between the instructor and the student. Lowman (1994) further noted that the behaviour of the teacher influences the quality of instruction and the learning environment that is created. Teaching must include two major components: sending and receiving information (Damodharan, 2012). Damodharan further asserted that any communication that serves this purpose without destroying the objective could be considered innovative.
In this assignment, I will examine the importance of classroom based research (CBR) and discuss its effectiveness when implemented in teaching. Research is defined broadly throughout the academic field. Hitchcock and Hughes (1995, p.5) define research as the means of attaining and interpreting “information and data”. According to Lambert (2012, p.12), “research is purposeful investigation, aimed at finding out things we did not know before”. As shown by Wilson (2013, pp.4-7), CBR identifies information by means of “empirical and theoretical work” based on different aspects of the classroom.