Effective teachers strive to motivate and engage all their students in learning, believing every student is capable of achieving success at school and they do all they can to find ways of making each student successful. They personalize the learning for their students and uses techniques that have each student working on tasks that engage and challenge them to achieve their personal best. Teachers have a repertoire of effective teaching strategies and use them to implement well designed teaching programs and lessons. (AITSL (a), 2012). Planning influences what student will learn, because planning can transform the available time and curriculum materials into activities, assignments and tasks for students so time is the essence of planning.
6/8/2015 6/8/2015 Siara Darga PS340 Exceptional needs children Siara Darga PS340 Exceptional needs children School Wide Positive Behavior Support SWPBS/PBIS School Wide Positive Behavior Support SWPBS/PBIS “PBIS is a systems approach to creating and maintaining positive school climates where teachers can teach and students can learn. This evidence-based framework emphasizes preventing school discipline problems. [It] provides ideas to support teaching, modeling and recognizing positive, appropriate behavior in schools and identifies systems for logically responding to classroom and individual student problems” (Dept. of Education. n.d.).
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.
Educated citizens with strong social awareness are the basis of any democracy and especially a well-built democracy. Thus it becomes obligatory for the nation to educate each child to it’s fullest capability for self-realization, self-fulfillment and to make them compete and contribute nationally and internationally. Exactly at this juncture there comes the need for counseling, to realize these goals. Full potential is the key word that should attract the attention of the schools, it’s teachers on one hand and the parents, the government and the local community leaders on the other hand. School counselors are the bridges between these two sets of groups to assist students in reaching their full potential in their educational progress and accomplishments.
Social Awareness addresses perspective taking; empathy; difference recognition; and respect for others. Relationship Skills encompasses communication; social engagement and relationship building; working cooperatively; negotiation; refusal; conflict management; and help seeking. Responsible Decision Making includes problem identification and situation analysis; problem solving; evaluation and reflection; and personal, social, and ethical responsibility. Benefits of social emotional Learning Implementation of SEL programs in schools provides a foundation for creating a safe learning environment where all students can succeed. Effective programs include multi-component school-based interventions involving classroom-based curricula that focus
Formative assessment or AFL is an inclusive practice that must involve all pupils, to provide them with information about how well they are doing and guide their efforts that follow after for future progression. Black and William’s (1998) review proved that formative assessment raises standards of achievement and equips children for life-long learning. Formative assessment has a multitude of ways that, as teachers, use to assess pupils and provide improvement explicitly where they can in the day to day teaching practise. A positive classroom environment should not be simply thought of by the externals physical factors of wall displays, layout, accessibility, ventilation, temperature or lighting. Yes, these are contributing factors, and a child must be able to feel safe and calm in the class or school environment.
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. To develop a harmonious learning environment appropriate rules, need to be established and enforced, behaviour plans and most importantly pupils to be involved in the process. I feel if learners understand why rules are important then there is a greater chance that they will follow these rules. Rogers 1998, 1995 ''Shared rights, shared responsibilities and shared rules'. At Parkway Primary School a lot of verbal praise is given and I have done this many
Stakeholders in Education Introduction There are many stakeholders in education each of whom needs to play his role effectively in order to help all our children learn better and reach their fullest potential. This document spells out the roles of the respective stakeholders in education. The statements which are student-centered, outline the roles and qualities we expect of each stakeholder—the child himself, hisparents and family, his teachers, his Principal, MOE HQ, the Community, Business and Industry, the Alumni Association as well as the School Advisory/Management Committee—in helping the child learn and grow. With these statements there will be a common understanding of the the type of partnerships that can be undertaken and how the respective roles can be fulfilled. At the heart of these statements is the ultimate aim of helping all our children achieve the Desired Outcomes of Education.
It aims to set high standards and to ensure that the school and classrooms are a welcoming place. The strategies state that the teachers are responsible for their classroom displays with the support from the teaching assistants being directed with the mounting of the displays. The teachers are also responsible for making sure that the displays are kept up to date and changed regularly. All the staff will provide children’s work for the shared areas and a rota is kept to ensure that all the staff will participate. All areas of the curriculum should be covered.
With this amount of accountability, administrators must ensure the academic success of their students through the effective use of supervisory practices. Many educational organizations use clinical supervision and peer coaching to help guide and encourage teachers are they grow to become proficient educators. By conducting continuous research on the supervisory practices, administrators will then have the opportunity to implement the most effective method. According to Glickman (2010), “Clinical supervision is consistent with formative evaluation; it provides nonjudgmental assistance aimed at improving the teacher’s instruction” (Glickman et al., 2010, p. 293). This supervision method welcomes “face-to-face contact with teachers with the intent of improving instruction and increasing professional growth” (Acheson, 1977, p. 304).