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”.
It is important to understand exactly what makes a lesson outstanding and to be aware of exactly what the government expects to see taking place in all successful lessons. This will then enable one to analyse the effectiveness of one’s own teaching. The priority in the classroom is to raise attainments. This can only be done by ensuring that the teaching and learning are efficient. To ensure this efficiency, the teaching and learning must be split up into more focussed components.
Keeping records is a very important reflexive tool for both teachers and learners in the educational setting. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. Attendance data taken on a close protection course gives an idea of where students may fall behind with learning outcomes through non attendance. Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice.
(English, 2009). Subject positions emerged: (1) Classroom teacher: Too many responsibilities, time management, responsible for covering the curriculum, role of expert instructional decision maker, and role of learning facilitator; (2) ESL department: Completely responsible for all ELLs, responsible for constructing a fun community for ELLs, and supporting teachers with small group instruction and data; (3) English language learners: ELLs are responsible for their own success or failure, role of deficient and passive students who need special help, and the student’s role is determined by different labels either mainstream, ELL, or Special Education. (English, 2009, p. 6). What is your opinion of the literature review? Is it comprehensive?
The responsibility to deliver the proper and unbiased learning curriculum lies in the hands of the educator. Although, generally the curriculum is approved and handed down by the state; the educator must possess the capacity to lecture the students in a proper manner. Students must not be treated or educated differently on the basis of religion, gender, or nationality. Every effort must be made by the educator in order to provide an environment which is conducive to the learning process. An educator should constantly be revising lesson plans and expanding their own knowledge in order to deliver an optimal learning experience for the students.
Effective management of discipline does not just happen; it requires consultation, planning, commitment, and constant review and evaluation. The focus of my study will be on the benefits of the implementation of the Assertive Discipline model in the elementary classroom. The Assertive Discipline model is a structured, systematic approach designed to assist educators in running an organized teacher-in-charge classroom environment. Based on the research I have reviewed, the foundational usage of assertive discipline can be utilized to promote desirable behavior management.. The instrument of the Assertive Discipline Model operates upon the premise that children can be controlled through the usage of body language, and the directions from the teacher with parental support (Canter 1992).
Assignment 426 Teaching, Learning and Assessment in Education and Training Task A - Report Part 1 Write a report in which: * Analyse the relationships and boundaries between the teaching role and other professional roles * Analyse the role and use of initial and diagnostic assessment in agreeing individual learning goal * Explain why it is important to identify and meet the individual needs of learners * Describe points of referral to meet the needs of learners * Summarise key aspects of legislation, requirements and codes of practice relating to own role and responsibilities. Part 2 Within the report explain: * Analyse your own role and responsibilities in education and training * How does your own planning meets the individual needs of learners * Ways in which teaching and learning plans can be adapted to meet the individual needs of learners * Why it is important to promote appropriate behaviour and respect for others * Ways to promote equality and value diversity * The purposes and types of assessment used in education and training Part 3 Reflecting on your delivery and relating to further reading and research, write a personal analysis relating to your own area of specialism which considers the following: * The effectiveness of teaching and learning and learning approaches in relation to meeting the individual needs of learners * The benefits and limitations of communication methods and media * The effectiveness of resources and assessment methods in relation to meeting the individual needs of learners * Ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning Your report should be presented in a professional written format of your choice and should include evidence of your research
Each of the following approaches has different focuses and implications that need to be considered: • Objectives approach (Tyler) • Process approach (Stenhouse) • Naturalistic approach (Freire) Ralph Tyler assumed that the ultimate purpose of education was learning (Booyse and Du Plessis 2008:8). This meant that a curriculum should be designed to determine what was to be achieved and then deciding on the means to get there. He felt that teaching should be done in a logical manner and assessment should include testing to check whether teaching had produced the desired results (Booyse and Du Plessis 2008:9). He also argued that content should only be decided by technical experts because they would be objective (Booyse and Du Plessis 2008:9). In education in South Africa today, there are objectives (outcomes) that need to be met, but there are individual needs in learners that have to be
QUESTION 1 As an interpreter of the curriculum and developer of the learning programmes, it’s insufficient for the educator to give a narrow definition to the concept “curriculum” There are different definitions and aspects of “curriculum” Introduction The term curriculum is one of the key terms in the education sector. It can be interpreted in many different ways depending on the person interpreting it and perspective. Different exposures also affect how people define the term curriculum. Hence we have a narrow and a broad definition of the term curriculum. In this essay I will discuss the definitions of the concept “curriculum” and this will be done by describing the different ways of understanding curriculum and how these different understandings related in some ways to each other.
Constructivist Theory and Best Practices: Secondary Education November 17, 2008 Learning Design of the Constructivist Theory In the twenty first century it is clearly evident that the traditional teaching style must be changed to adapt to technology and teaching and learning issues of this time period. The learning design of the constructivist theory is about the various styles of teaching among different teachers that promotes learning in the classroom. According to Gagnon and Collay, “the CLD (Constructivist Learning Design) is a guide to organizing for learning, using six elements: Situation, Groups, Bridge, Task, Exhibit, and Reflection” (Gagnon & Collay, p.17, 2006). All six elements of the Constructivist Learning Design that Gagnon and Collay describe have been developed to promote educators to implement the constructivist theory in the classroom. It is highly important to keep the students engaged while teaching.