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”.
They have to be prepared to both support and challenge the head teacher and staff by gathering views asking questions and deciding what is best for the pupils. Senior Management Team This is usually the Head Teacher, Deputy Head and Heads of Departments, Special Needs Coordinators are sometimes members too. Their role is to set and manage the strategic direction of the school. They also lead any changes in the school and make sure the school is doing its best to deliver the strategic direction for the pupils attending the school. They are aware of the current state of the school and are key in launching new initiatives that can motivate the whole school and keep track of these initiatives once implemented.
Clem, Mrs. Dixon, Mrs. Jackson (inclusive classroom), Mrs. Anderson, Mrs. Graham and Mr. Stephen (self-contained classroom) techniques and viewpoints refers to ones beliefs and systematic instruction given to a pupil and how to develop an organized plan and administer information or strategy when confronted with dilemma, if that dilemma is social, academic, or profession related (Miller, 2009). In this discussion the pre-service educator will touch on some of the veteran teacher’s question about their personal philosophy. The theories of the different schools of philosophy are the foundation of selecting a personal philosophy and this paraprofessional recognizes and accepts as true theories and philosophies which related to this paraprofessional principle for a perfect approach to teaching are existentialism, behaviorism, and progressivism. In addition, the pre-service educator believes when the branches of philosophy overlap this different approach will be something that no school of idea have accomplish. By the unchanged nature of its scheme logic, ethics, and metaphysics will be included and supporting the Existentialism philosophy.
His main preference was for a kinaesthetic approach whilst also utilising aspects of verbal and auditory styles. This I felt was appropriate for the placement and I saw my role as mentor as being the facilitator of stimulating learning experiences. To effectively do this I was required to develop my understanding of the wide variety of teaching skills and learning theories to enable Sidney to gain the best form his time with me. There are many papers and books about the way people learn and how they are taught. Reece and Walker (2003) describe five main schools of thought regarding learning, Behaviourism, Neo Behaviourism, Cognitive, Humanistic and Gestalt Theory.
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.
Customized Learning Theory: Differentiated Instruction and Inclusion in the Classrooms Katie Wood Liberty University “Let the wise hear and increase in learning, and the one who understands obtains guidance,” (Proverbs 1:5, ESV). This is a powerful statement from God’s Word that should guide the role teachers play in their classrooms. “Good teachers know their subject matter and have mastered pedagogical skills,” (Slavin, 2009, p 24). Teachers who are willing to base their lessons off of research, in order to learn, will understand what it truly means to guide their students in the right direction. However, teachers cannot guide if they do not understand their students and how the students interpret learning in the classroom.
Part 1 Rick Hebert Introduction to Teaching Cases * Teaching cases are real life examples of possible problems faced by teachers and school staffs. Written in narrative form, they are used to connect theory to practice. * Teaching cases enable teachers to virtually live a particular experience. They are then able to critically think about possible responses and actions. Building a bank of “what if” scenarios is a valuable tool in building a solid teaching philosophy.
Is the responsibility up to the teachers, or ESL paraprofessionals? Do both share responsibilities in teaching ELLs? In top-down discourse, the classroom teachers represent themselves as experts, and the ESL department as supportive partner. The teachers select the curriculum (the vocabulary) and the ESL department uses the activities from the teachers. Yet when confronted with instructional obstacles and time management, the teachers go to the labeling discourse and shift all the responsibility to the ESL department.
Alignment of Academic Standards with ELL Proficiency Standards Standards-based instruction or SBI is a very important part of the education reform today. The reason it is so important has to do with the fact that it shows a way to ensure that every student is exposed to curiculum that is both challenging and made to contribute to today’s complex world. SBI contains content standards witch tell what all students should know and be able to do at different levels of education. SBI gets teachers to raise expectations for all students and promotes the use of multiple assessment strategies in return this helps students to reach levels at different times and in different ways. SBI also requires a teacher to really differentiate her
BIBLICAL FOUNDATION Government in Curriculum Development The government’s part in the school curriculum is represented by the Department of Education (Dep Ed) basically for the education curricular, the Commission on Higher Education (CHED) which represents the graduate education, and the Professional Regulations Commission (PRC). Conclusion School curriculum development is a continuous process. To ensure a successful outcome for school curriculum there has to be great resources available, public commitment, professional feedback, and implementation planning. All stakeholders of the school should be included in the curriculum development process and they all should have the opportunity to voice their view on what kind of student we should have. BIBLICAL FOUNDATION References Betts, G. (2004).