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”.
The author’s main view is that corporal punishment not be used on children with exceptional needs until further studies have been done on the subject. Corporal punishment is the deliberate infliction of pain as retribution for an offence, or for the purpose of disciplining or reforming a wrongdoer, or to deter attitudes or behavior deemed unacceptable. Corporal punishment is legal in over 20 states in the United States but it is banned in several other countries. Youngblood (1973) noted that Skinner indicted corporal punishment as a causative agent in attacks on teachers, school dropout ratios, acts of vandalism against schools, and refusal of the victims of punishment to support educational programs upon reaching voting age. By definition, exceptional children deviate from
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
These sub-scores scores will further help to identify your philosophy of teaching by highlighting whether your views within a perspective are grounded (differentially or equally) in what you believe, what you intend to accomplish, or what educational actions you undertake in your teaching settings. Effective teaching requires a substantial commitment to the content or subject matter. Good teaching means having mastery of the subject matter or content. Teachers' primary responsibilities are to represent the content accurately and efficiently. Learner's responsibilities are to learn that content in its authorized or legitimate forms.
Schools cannot beat the entertainment industry at its own game. What they have to offer students is the chance for intellectual freedom, the power to think for themselves…(Ravitch 163). In school, students are always taught to have an open-mind, how can they have an open-mind when they are being censored? Schools only offer boring, bland topics and cause students to lose interest. Students are so highly influenced by the media that if they aren’t hearing about violence, death, sex or lies, then they have the “don’t care” mentality.
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
CTLLS Unit 2 Assessment Issue Date: Submission Date: Planning and Enabling Learning Rationale: Unit 2 will provide opportunities for trainee teachers to develop their competence in planning to meet the needs of individual learners through negotiation of appropriate individual goals, the effective preparation of sessions, the application of appropriate teaching and learning strategies and resources, the management and delivery of inclusive learning and the application of knowledge about the minimum core. In working towards achieving this, trainee teachers will be required to evaluate the effectiveness of their own teaching and learning in the development of their professional skills. Assessment Criteria: describe the level of achievement
The research design will then be introduced taking into account the theoretical frameworks and the review of the pertinent research. In this presentation, the qualitative study proposed is to learn the impact of educator perception on the impact of professional learning communities on student performance will be outlined. This will be followed with a discussion concerning the limitations of this study as well as precautions taken to protect those involved with the study. Theoretical Framework Organizational change and socio-cultural learning theories inform this study because they contextualize the problems with universal curriculum frameworks. It is through these theories that we will gain more insight into the issues associated with school system-wide leadership (Knapp, et al, 2008, p. 35).
To address a behavior issue I believe that first you must understand the behavior and more importantly understand what its causes are. Jacob Kounin talks about in preventing discipline problems, which have to do with the subject matter of the classroom. Kounin emphasizes that teachers should make instructional activities enjoyable and challenging for the students. I believe if the students are
Corporal Punishment PSY 101 Introduction to Psychology Is corporal punishment needed to discipline children? Some would argue that corporal punishment is needed to discipline child where others will argue that it is not needed. Forty years ago it was acceptable to punish your child as you saw fit. The problem became that some would take this punishment to a whole other level and hurt the child. Punishing your child for their bad behavior should never cause them physical or mental damage.