* Ensure that all pupils have the opportunity to make a contribution in class. Not just the confident pupils. * Allow children the opportunity to find an answer to a question themselves, either by discussion with a “talk partner” or giving the pupils an opportunity to have a discussion with pupils who know the answer. * Learn the names of all your pupils including any nicknames. * Try to be sympathetic to any pupils who may find some things difficult.
Emotional, Behavioral, and Physical Disabilities Emotional, Behavioral, and Physical Disabilities In an inclusive classroom, a teacher is going to have a variety of students, some with a variety of disability and disorders. The first step of trying to find an effective way to educate all students, is to get to know them. For those with disabilities, gets to know what their disability entails, such as students with emotional and behavioral disorders, physical and health disabilities, and traumatic brain injuries. Once a teacher knows what a disability entails, the educator can find effective teaching strategies, find ways nurture self-esteem, self-determination, and self-advocacy, and find ways to teach all students to respect one another. Effective Teaching Strategies for Emotional and Behavioral Disorders All students have some difficulty regulating strong emotions, and this can lead to behavior issues.
Establishing ground rules and mutual respect at the start of any relationship when working with children is vital, this will be the foundation to successfully interacting with all children regard less of their age, culture and abilities. This can be achieved through group discussion, allowing each person to put across what they would like to gain and how they are going to be working together as a team. All children need attention, but not when they demand it. Showing awareness of issues that may have risen, and taking time to discuss these with the individual, will allow the pupils to feel respected. Making all children feel a valid member of the school community is something all adults will do daily.
However for the other students in the class we would be working on their targets during this time. Adapting the maths lesson on the NC to them all individually, we have TAs on a one to one with each child so they get the best help, and while Lillie is being asked by her TA at the time another TA would be working with their student for instance working on the physical skills to knock a green bottle over as they are learning, how to use their arms etc. We use the NC and EYFS, we adapt all to the children we have in our class individually, making sure they are getting the best development skills for them at that time. Task 3 – 3.1 Methods of observations include the following; * Snapshot – Which means; you observe the pupil at a specific time, for example, behaviour during a certain activity. * Structured – this would be observing a pupil during a particular activity set up to gain exact information about the pupils learning.
The teacher must ensure they are reaching all of these different types of learning styles. Everything should revolve around the child and its individual needs. This is also known as the ‘holistic approach’. In the early years setting this approach to teaching focuses on the child’s needs and interests and uses it and teaches them what they are required to learn and helps the child to discover their full
Empathy – Children learn how to recognise others feelings, knowing how their own views/opinions could affect others. Pupils can also learn to accept that everyone has different views and also understand how to respect and support others opinions and ideas. Social Skills – Children learn how to work with others, in groups or as a whole class. Pupils can learn to feel valued within their school community. They may also learn how to them they can
The teachers will observe the children during free play and during assigned activities so that they can make valid notations and observations about the cognitive development of the child. Reviewers will see the teachers engaged in conversation with the children about the tasks at hand as well as seeing the teacher observing the children engaged in activities with each other. There will be files kept on each child of their progress and on what they will receive extra help on. The folder will also include small observations like if the child shared with another student without being told to do so, or if the student assists another student willingly, all of this information will be available for the parents and
Also, that high school reading lists are developed by adults who had to suffer through the same system as the kids before them, thus developing their literary taste in high school and recycling the same books generation after generation. It also assumes that all high school teachers only teach meaning, and not writing styles and such. 4. What appeals does she make to logos? She refers to her “research” of high school reading lists, teaching plans, and teaching guides, as well as statistics and “top 100” lists.
“Mrs Tilscher’s Class will be the secondary salient poem explored for transformation themes, within; Mrs Tilscher’s class, the transformation of right of passage for the ‘big bad world’ – loosing simplicity and innocence of a naive child. Along with Duffy’s poems Pugh’s poems will be looked at and introduced to compare similarities and differences between the writers and how thy express transformation, thus increasing our understanding of these aspects. Pugh’s ‘sweet 18’ will be analysed and interpreted along with ‘Black Ram’ Sweet 18 being similar to ‘Mrs Tilscher’s class; holding onto youth and growing up “unknowing ease of growing up” this is linked to the idea of naivety like so in; Mrs Tilscher’s class. Mrs. Midas shows transformation in mood, it changes as the poem proceeds, reaching its peak of fear in the fifth to eleventh stanza then calmly comes down as Midas draws close to death. The language the character uses informs the reader about the mood of the poem.
I observed and used various types of pupil grouping across the different curriculum areas taught. This aimed to help with differentiation and helped to provide effective learning experiences for all children within my class. At the start of my placement I strongly agreed with ability grouping, this is because type of grouping I remember experiencing at school myself. Therefore, I took this experience into my placement school and also put children in ability groups for most subjects. However, upon reflection I believe some of my practice may have excluded some children from opportunities which may have further developed their learning.