Is the responsibility up to the teachers, or ESL paraprofessionals? Do both share responsibilities in teaching ELLs? In top-down discourse, the classroom teachers represent themselves as experts, and the ESL department as supportive partner. The teachers select the curriculum (the vocabulary) and the ESL department uses the activities from the teachers. Yet when confronted with instructional obstacles and time management, the teachers go to the labeling discourse and shift all the responsibility to the ESL department.
To analyse the different ways in which ground rules can be established with learners to support behaviour and respect it will be necessary to identify some of the different methods available to teachers. The benefits or otherwise of these methods will be examined to assess their value and suitability to what they seek to achieve. Throughout education, business, life and sport, ground rules are used primarily as a means of managing any given group but also as a means of creating a safe environment and giving the participants responsibility. Within the learning environment there are a number of ways in which to establish those ground rules. 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.
| Senior Management team | The leadership or senior management team are often made up of the head teacher, deputy and heads of department. These professionals will often have more than one responsibility. Their role is to set the strategic direction of the school and then manage this. They will lead any changes and often ensure that the school is doing the best it can for those children who attend. The team must be aware of the current state of the school and manage this effectively, be imaginative in trying new ideas/initiatives in a manner that can get the whole school behind their ideas.
Part 1 Rick Hebert Introduction to Teaching Cases * Teaching cases are real life examples of possible problems faced by teachers and school staffs. Written in narrative form, they are used to connect theory to practice. * Teaching cases enable teachers to virtually live a particular experience. They are then able to critically think about possible responses and actions. Building a bank of “what if” scenarios is a valuable tool in building a solid teaching philosophy.
Some claim we should not teach we should facilitate. The difference being a teacher is often the one who holds all the knowledge where as a facilitator makes the pupils become involved in their own learning. For this assignment I will talk about the training cycle and
Reece and Walker (2000 p5) says that “A programme where the contents is carefully derived from an analysis of the student’s personal, social and /or vocational needs ,and which is implemented by you in such a controlled and organised manner that the student is almost certain to learn, and is aware when the learning has taken place.” 1.1 As a company delivering both construction training and foundation learning we take the “Health and Safety at Work Act “(1974) into consideration every day. All our learners must wear appropriate PPE and will be asked to leave the site if they do not comply To comply with “The Management of Health and Safety at Work Regulations (1999) “on induction all our learners are
Discuss a situation/s in which you experienced your own school teacher displaying qualities of an effective teacher. Group 4: If the principal of a school is ineffective in providing curriculum leadership and in instilling a culture of self-discipline among teachers and learners, there needs to be support in the form of social and professional services. Provide examples of ways in which the community can also play a role in transforming the school into one displaying an appropriate culture of teaching and learning and
According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”. He also stated that “students need to know what you expect from them and what they expect from you during the course; that they need to know where the boundaries lie and what will happen if they step over the boundaries”.
Melissa Hughes W131 22320 Comparative Analysis Rough Draft Obedience to Authority Obedience is the state, fact, or instance of obeying, or a willingness to obey; submission. Most people do not think about obedience as much more than doing what they are told; they do not try to see what the outcome of their actions; they unconsciously comply. Blind obedience to authority can be defined as what people do when they think laws should be obeyed just because the law exists. Such unconscious failure to think about their actions “because we have always done it this way”; “because my boss said so”; “because it’s the law”; “because I was only following orders”; leads them to commit morally corrupt acts. They commit these acts believing that they are doing nothing wrong because they are following the law.
Its their job to uphold and make sure the soliders under them are held to the standard. I understand why accountability is such a huge deal in the military. Not being where u should be can cuz others to work harder to pick up the the extra work that you should be doing. There could be something going on at the unit that all soliders need to attend and missing one person could cause others to suffer. Or like the incident that happen back in Nov. 2009 on ft. hood.