Name; Nicola Bull Date; 21/9/2015 Evidence; Signature; TDA 2.6 (3.2 3.4) My team Head teachers role: The head teacher oversees the day to day running of the school this includes its staff, pupils and grounds. The Head Teacher holds the responsibility of building relationships in the community and also to maintain a safe and effective working environment for their staff and a safe happy environment for the pupils. The head teacher also has overall accountability to ensure that the school is compliant with government guidelines, policy and law. Teachers Role: Teachers are responsible for teaching lessons in a imaginative and informative way whilst still sticking to their guidelines of the curriculum. This helps the children to enjoy their learning a little more.
It is the duty of the teacher to identify the needs of all the students and ensure that these needs are met. This can be achieved by modifying teaching approaches to optimize the learning experiences of the students. Active learning engages and motivates learners to learn and achieve Good statement. Dividing the class into small groups can be rewarding for both the teacher and the student. Students can learn from each other, debate and challenge that they have heard in the session.
Lastly, my plan will talk about how I will discuss and implement my strategies the classroom, as well as make sure the rules and procedures are clear and understood by all students. A classroom management plan is vital to have in a classroom. This plan is designed to help a teacher keep control of her classroom so she will be able to teach all the students on an equal level. This plan also allows a teacher to set up a discipline plan for children that just simply do not like to follow directions. Through this plan, students will be able to learn to conduct themselves in a respectful way towards all teachers.
5. Provide professional development and support for teachers and other school staff to enable them to meet the diverse cognitive, emotional, and social needs of children and adolescents. 6. Create trusting and caring relationships that promote open communication among administrators, teachers, staff, students, families, and communities. Engage parents in meaningful ways in school activities, such as school health teams, tutoring, mentoring, or assisting with grant writing.
Deciding how the school can encourage pupils’ spiritual, moral and cultural development | Senior management team | Work with the Headmaster which shares the responsibilities for all aspects of school leadership and management. | Planning and directing the work of groups of individuals, monitoring their work and taking corrective action when necessary. | Teachers | Plan, prepare and deliver lessons to meet the needs of all pupils by setting and marking work and recording pupil development as necessary. | Help pupils improve education for their future, identify emotional, intellectual and physical issues which may hinder or reflect on pupils learning to their full potential. Present a caring but professional approach and to show respect to pupils and teach them to respect others.
Teachers must know their state's standard course of study when evaluating a child. We follow a curriculum for the district, as well as for the state. A teacher should continually assess a child at any time by keeping anecdotal notes to promote further growth and learning. Typically, preschool teachers use a curriculum selected by their employers and follow a schedule set by the facility director. For example, in a daily curriculum you are asked to develop a child's social emotional
Classroom Assistant Classroom assistants help teachers perform different tasks in the classroom. They aim to work in such a way that allows teachers to focus solely upon teaching the students and setting tasks for them to complete. Classroom assistants provide support for teachers whilst they perform their daily tasks in the classroom. They are responsible for making the teaching environment ready for teaching prior to the beginning of each lesson and helping the teacher whilst the lesson is in progress. Outside lesson times, classroom assistants perform administrative tasks and make sure that the teacher is satisfied with the teaching environment.
A well run classroom provides the environment for teacher and student learning. There are many strategies that can be incorporated into the classroom management plan to ensure that learning is taking place for all students. The educator must decide what strategies will work for their diverse classroom and plan ahead to include these strategies and communicate the expectations to the students. Harry Wong's Pragmatic Classroom Classroom procedures and routines assist in providing a classroom environment that is safe, predictable, and well run. Procedures and routines must be communicated to the students on the first day of school to ensure success of this classroom management strategy.
Collective learning: It is the process of working collectively to achieve a common objective in a group, group member tend to share knowledge that they have learned individually, and complement each other’s skills. If there is no commitment and effort from team member then working and learning from teamwork may fail (Class notes, 2013). The individual learning and collective learning are always happening at the same time in the school. The individual learning is exemplified by the individual student’s or teacher’s experiences and perceptions, whereas the collective learning is exemplified by the community that the students and the teacher create together. Therefore, this collective learning is considered as all the experiences that the students and the teacher actually have in common in the same social and cultural context of the school (Saebo, 2011).
The intended audience is the entire staff complement which includes the management team comprising the headmaster and assistant heads, as well as all the teachers, learning support teachers and advisory staff. Background to the approach Collaborative leaning Figure [ 1 ] Collaborative learning entails students working together on a task, where the conclusions reached would be due to the shared meaning among them, ‘a shared focus of attention’ (Rogoff, in Garton, 2004, p.21). Although the outlook of every individual is unique, when students collaborate they are building on each other’s knowledge, striving to understand each other and in turn adapting and altering their own viewpoint. The quality of teaching depends on the teacher being in tune with the needs of the students and making the learning experience meaningful for them. This presentation focuses on how the learning experience can be improved, how effort can be made to help participants share and build meaning collaboratively.