The practice of having all classroom policies be straightforward and explicitly stated is especially important for the younger grades when students’ self monitoring skills aren’t as sharp and a consistent environment is the most important. Students also learn more when learning objectives and the relationship between what they are learning and the world they live in are explained. The level of positivity with which the teacher assesses and deals with classroom problems and infractions against the rules were also discussed. It was believed, teachers who dealt with problems in a negative manner tended to bring more problems into the mix. Negative teachers are more likely to have a classroom of angry, embarrassed
Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment for success. Teach your behavioral expectations directly and immediately through collaboratively-established classroom rules and well designed classroom routines. C – Consult your peers. Seek collaboration with experienced teachers and specialists before difficult problems start to become entrenched.
In tier 3, schools guarantees that all students in need of intensive support would receive this help in addition to core instruction and not in place of it. The authors believe Response to Intervention (RTI) is “our best hope for giving every student the additional time and support needed to learn at high levels” (Burns, Appleton, & Stehouwer, 2005). However, the article reference misconceptions the school and teachers have concerning the implementation of RTI and how RTI will benefits the students versus creating extra work. Therefore, the schools “are implementing RTI from a compliance perspective, doing just enough to meet mandates and stay legal. For some schools, their efforts are driven by a desire to raise test scores” (Buffum, Mattos & Weber, 2010).
In our school we have children with dyslexia and with speaking/language problems who need extra support however they still contribute in full time lessons with other children who help them. To summarize: ⦁ in school every child is treated equally ⦁ every child has right to learn ⦁ every school must eliminate discrimination among students because every child must be free from every form of discrimination ⦁ thanks to
Unit 001 1 Explain the roles and responsibilities of a teacher in relation to: a) Promoting equality and diversity in teaching b) Lifelong learning c) Identifying and meeting the needs of the learners d) Maintaining a safe and supportive learning environment e) Ways to promote appropriate behaviour and respect for others 1a) It is a teacher’s role and responsibility to promote equality and diversity. “Equality is about the rights of learners to attend and participate regardless of their gender, race, ethnic origin, religion or belief, disability, sexual orientation or age”. (Gravells 5th edition 2012) Equality is making sure that every student is treated in the same way and their needs are met in a way that supports their chosen learning experience. All students are entitled to be educated according their needs, regardless of any differences they may have. As a teacher it is your role to provide any resources needed including specialist equipment for activities and to use the correct teaching styles that will enable the learner access to their learning experience.
This way they will be in a language they are familiar with and it would be easier for them to remember. Classroom management is at times interchangeable with discipline[ii]. Classroom management is the main idea and discipline falls underneath. Management not only involves establishing rules but also the routine of the classroom. The routine that students follow every day from the moment they walk into the door till they leave helps for them to stay on track.
According to Sue Swaffield (2008), effective feedback should: • Focus on student learning • Focus on the task rather than the learner • Focus on process rather than the product • Focus on progress • Focus on particular qualities of the work • Advise how to improve • Encourage the student to think • Require action that is challenging yet achievable • Be specific • Avoid comparison with others • Be understandable to the student Formative assessments can vary from worksheets, quizzes, journals, diagnostic tests, and informal observation. I feel that one of the greatest strengths I possess as a teacher is the ability to differentiate lessons to meet the needs of every child. The use of various types of formative assessments aids in the monitoring of the students strengths. Taking the time to know each student personally helps me to find out what is interesting and important to them. It has been suggested that these types of assessments are not graded nor used in the computation of the final
They often enter the classroom with prior knowledge that both they and the teacher can use to their benefit. (http://www.suite101.com/content/how-do-children-learn-a149772). No two children are a like, therefore no child will learn in the same manner as the next students. Children learn and develop at a different pace, but as long as the students accomplish the same goal, who’s to say what works best for students and what way should not be used. Knowing that they are different ways in which a child can learn a teacher should try to incorporate each style within there lesson plan so no child is left out.
In fact, we will discuss the educational and certification requirements, along with the salary, potential for advancement, and the star qualities of an Elementary School Teacher. One of the initial steps to becoming an elementary school teacher is to continue as a student. That’s right; the greatest teachers are great students, transformed. Therefore, we have the most learning to do. We must understand the “why” and “why-not” questions, well before they are asked.
‘Research findings and practical experience tell us about the importance of lesson starts. They are recognised as having significant and direct impact on the quality of the learning both within the starter itself and in the rest of the lesson.’(Pedagogy and Practice: Teaching and Learning in Secondary Schools DfES page21) I believe a good starter captures pupils’ interest and curiosity because it: • Prevents early disruption by engaging pupils as soon as they enter the classroom • Gets pupils involved from the outset • Links back to previous learning • Sets the scene for the lesson to come in terms of lesson objectives, challenge and pace. To achieve all the above aims, starters will only be successful if they are carefully incorporated into good lesson planning. The task must be accessible to all the participants, instructions and expectations must be explicit. When planning a lesson starter, the teacher should retrieve what pupils already know and understand, what they can do, understanding the