No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
PROCEDURES USED IN FORMATIVE ASSESSMENT Formative assessment includes a variety of procedures such as observation, feedback, and journaling. However, there are some general principles that constitute effective formative assessment. Key requirements for successful formative assessment include the use of quality assessment tools and the subsequent use of the information derived from these assessments to improve instruction. The defining characteristic of formative assessment is its interactive or cyclical nature (Sadler, 1988). At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information.
My Philosophy of Classroom Management Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. This term can also refer to the prevention of disruptive behavior. Many consider this as one of the most difficult tasks for new teachers. The basis for classroom management involves clear communication of both, the behavioral and academic expectations, as well a cooperative learning environment and proper time management. In order to successfully maintain proper order in the classroom, we must engulf a vast amount of actions, such as classroom climate, parental involvement, environment, student expectations, rewards and consequences, classroom procedures, and student motivation.
• It stresses the importance of using the classroom to help the students overcome negative attitudes. • It forms positive skills. • It educates students in emotional and personal development as well as intellectual areas of study. • Too much focusing on attitudes can take away time from the content or academics. Morrish's "Real Discipline" • It shows and demonstrates a clear understanding of human nature and how students will react.
Hereby, characteristics such as experience, self-concept and readiness have an influence in determining learning and are some of the reasons that explain the difference in depth and volume between child and adult learning. The learning styles of the students play a significant role in developing instructional strategies and designing class activities to maximize the learning experiences of students (Carpenter-Aeby & Aeby, 2013). At the same time, the applications acknowledge what Murray (2014) claims in saying that andragogy is far from an inherent and essential construct that is contained within an individual. Rather, it emerges as a function of instructor-student relationship. However, according to Harper & Ross (2011), there are weaknesses
In H. Lynn Erikson’s book, “Concept-Based Curriculum and Instruction for the Thinking Classroom”, I personally found chapter 6, Leadership Roles, to be very intriguing. Erikson suggests that strong leadership roles from the top down (superintendents to teachers) are crucial in order to implement a shift from traditional instruction to concept based instruction. Erikson describes the roles, qualifications and the importance of different leaders in order to transition the paradigms of curriculum and instructions. There are many strong points about the leadership roles that I agree with presented in this chapter. Erikson suggests assistant superintendents should assume the role of overseeing the curriculum and instruction program because they are the ones who have more authority to implement changes in curriculum and educational programs as opposed to a curriculum director, who can only suggest changes.
They monitor students learning with questions. Information of students and education is the information of beliefs of growth and education, such as accepting that teachers, in high schools have the tendency to be self-centered, looking at the world from their own viewpoints and often overlooking the visions of other people. Knowledge of the profession involves an understanding of social, historical, philosophical, organizational and lawful parts of teaching, together with the power to continue to learn. Professional knowledge lets teachers to make the split-second decisions vital for teaching. Professional was requires an importance of own decision-making factors swaying teachers decision-making are goals, from professional knowledge and contacts.
This makes school unenjoyable for the student which can lead to outbursts of anger and fights with other students. Gerald needs to be introduced to strategies to improve his social skills which will positively contribute to his inclusion (pg 365, Ashman & Elkins) . Gerald needs routine without a routine Gerald finds it very unsettling and creates disturbances. It is important that Gerald is given a warning before a routine change, so he has time to adapt to the changeover. Gerald may also have the following characteristics; Impairment in social interaction(failure to develop friendships that are appropriate the child’s developmental level, impaired used of non verbal behaviour such as eye gaze, facial expression and body language, empathy and impaired ability to identify social cues), impairment of social communication (fluent speech but difficulties with conversation skills), restrictive interests (special interest that are unusual in intensity and focus, preference to routine and consistency.
Due to his background teachers regarded him as a hopeless cause because his difficulty in using Received Pronunciation which contrasts against Harrison's attitude towards language and that there is a variety of dialect within the English language which everyone uses to convey a conversation with one another. When Harrison was young he was overawed by his "posh" teacher who embarrassed him resulting in him feeling demeaned and docile. The first section is in the form of a memory emphasised through the embedded dialogue of the teacher showing how he is undermined as the teacher wants to make sure their "glorious heritage" is not "done to death" suggesting that teacher is aiming to undermine Harrison by discouraging him from reading the important roles. Similarly, in "Bringing Up", he emphasises his separation from his mother as she disgusted over him using taboo language. The use of embedded dialogue implies the different view on the Leeds accent emphasised in his mother being disgusted with him and believes he was not "brought up to write such mucky books!"
According to Wilson (2009), roles describe functions of teachers. These could include: planning and preparation for the running of the class; designing different and interesting ways to deliver the lesson; assessing (evaluating) the impact of the learning and whether it has been transferred to the learner; maintaining a safe teaching/learning environment; marking the work of learners; giving constructive feedback; and record keeping. There is more detail on the types of records teachers need to maintain in the attached learning pack under ‘Teaching/training cycle’. As well as compliance with legislation and regulations i.e. Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e.