Secondly, children increase social and cognitive development from positive influences that are communicated by teachers. Emphasis around Vygotsky’s theory will explain the basis of social interaction facilitating learning with the benefit of good communication (Eggen & Kauchak, 2010). Thirdly, teachers must develop high level of written and verbal communication skills. This will develop good relationships between the teacher, student and family leading to proper educational practices that will improve student’s overall outcomes will enhance their literacy skill. Finally, educators with effective communication skills prove an ability to adapt teaching methods to suit the needs of students they are supporting (Kearns, 2012), and with appropriate delivery of good communication, student learning increases.
Good communication with parents and caregivers can build support for and strengthen the important work that you are doing in the classroom. The more you know about children's academic, social, and emotional development, the more able you will be to meet their needs. Information about how well the children are progressing helps you to plan your teaching. You want the children in your care to feel successful and confident, but you also want to offer experiences that will help them to develop further. In addition, through initial screening and by checking the children's progress, you can identify those children who need special help or who face extra
Establish good relationships with children, acting as good role and being aware of and responding appropriately to individual needs. Encourage and promote self-esteem and independence. Provide feedback to children in relation to progress and achievement. SUPPORT FOR THE TEACHER Assist with the planning of learning activities under the direction and guidance of the class teacher. Establish constructive relationships with parents/carers.
support each child in their learning and work with parents and carers as partners in children’s learning and development. understand your responsibilities in meeting the learning and development and safeguarding and welfare requirements of the EYFS. oversee the educational programmes to ensure that all areas of learning are includedand that assessment is consistent and used well to inform planning. promote equality and diversity and have a clear overview of the progress of all the children who attend. evaluate your provision, use this information to identify priorities for development and set challenging targets for improvement, with a focus on children’s achievements.
• Be healthy • Stay Safe • Enjoy and Achieve • Make a positive contribution • Achieve Economic well being. Rules builds up trust, a common standard for children and young people and I feel it is essential for young people to learn respect for others , self-control and social interaction with others. All schools have policies and they are not stand alone as they have to relate to Local Authority and national guidelines. e.g The Children's Act 2004. The reason for these policies are to promote positive behaviour and all schools have policies on : • Behaviour • Bullying • Child Protection • Equal Opportunities As a TA it is our responsibility to find out about the role of staff, rewards and sanctions and training.
Strategies to implement social emotional climate in the Classroom Developing students’ social and emotional competencies helps schools create safe learning environments that contribute to academic achievement for all. The information provided relates to leadership, professional development, resource coordination, instructional approaches, policies and protocols, and collaboration with families. Social and emotional learning means the processes by which children acquire the knowledge, attitudes and skills necessary to: • recognize and manage their emotions, • demonstrate caring and concern for others, • establish positive relationships, • make responsible decisions, and • constructively handle challenging social situations The goals of socila emotional curricula include teaching the following basic skills: Self-Awareness focuses on identifying and recognizing emotions; accurate self-perception; strengths, needs, and values; and self-efficacy. Self-Management includes impulse control and stress management; self-motivation and discipline; goal setting; and organizational skills. Social Awareness addresses perspective taking; empathy; difference recognition; and respect for others.
Another aim is to give children confidence to live safe, healthy lives. The last aim is to make responsible citizens who make positive contribution to the community. The age range for the National Curriculum is 5-16. The NC supports learning by providing lessons like Mathematics, English, Science, History, ICT, Music even Art and design. These
In order to improve the area and society in which a school is based, is subject knowledge key to improvement of crime, economic welfare and wellbeing or are morels, values and communication skills a necessity. I think they are definitely a necessity and the remaining question is whether it is the role of the local school to teach these morels, values and communication skills or whether it is the role of the family in which an individual is raised in. It can be shown that schools are aware of this role from the following quote taken from (White, 2006) “The English School Curriculum aims to help every young person to live a fulfilling life and to help others to do so. It does this within a framework of democratic citizenship in which each person is equally valued and each person is free to make her or his own decisions about how she or he is to lead her or his life.” The Pastoral System The pastoral system is a curriculum that “combines all aspects of the school life which together contributes to the formation of the whole person” (ASCL, 2007). Before any statutory requirements were put into place, schools already recognised the importance of a citizenship curriculum.
EARLY CHILDHOOD PEDAGOGY The term pedagogy refers to the holistic nature of early childhood educators’ professional practice (especially those aspects that involve building and nurturing relationships), curriculum decision-making, teaching and learning. When educators establish respectful and caring relationships with children and families, they are able to work together to construct curriculum and learning experiences relevant to children in their local context. These experiences gradually expand children’s knowledge and understanding of the world. Educators’ professional judgements are central to their active role in facilitating children’s learning. In making professional judgements, they weave together their: • professional knowledge and skills • knowledge of children, families and communities • awareness of how their beliefs and values impact on children’s learning • personal styles and past experiences.
It emphasizes upon enjoying the benefits of education and training in a supportive environment which values and encourages participation by all students, irrespective of disabilities. Eddie Bragget(1997) defines curriculum differentiation as “a set of planned learning experiences that are designed to meet the specific needs of learners.” ( Bragget, EJ, A & Minchin, M 1997) The purpose of differentiating the curriculum is to provide appropriate learning opportunities for the students with disabilities. It includes recognizing through a strategic planning, the responsibility to value the diversity and enable all to perform at their best. So, the curriculum and teaching methods should be able to adjust and accommodate students with all abilities. “ By keying teaching and assessment techniques to the diverse ways people think and learn, teachers will be surprised