When it comes to imitation, children are the good imitators among other people. This is because children learn best by observing behaviour of adults and copying it. This essay will explain more on children imitations towards adult’s behaviour. First, what children had learnt from imitating or modelling the adults’ behaviour? Children love to explore and learn new stuff about the adult’s actions.
Reflection may be defined as a critical thinking over what we have done or are sdoing to explore and find out what is needed for a better and more effective teaching. Through reflection, a teacher is efficiently able to get considerable steps toward continuous improvement that definitely promotes achieving a real, successful educational process. Teachers gain many benefits from reflecting on their practices. Meanwhile, students spontaneously receive indirect messages from their teachers guiding them to be cooperative and responsive in learning. They, too, can be reflective learners; it has been stated that "Among the best things that you can accomplish in your work is to help children become more reflective themselves, more like fearless truth seekers, constructive risk takers, and inquiring thinkers"(Kottler, Zehm & Kottler, 2005, p. 136).
Role of peer tutors in the classroom Peer tutors should prove to be good role models because they need to be a positive influence for the younger students to follow. Peer tutors should arrive to class with a positive attitude ready to help the students, being organized, asking questions and using their abilities and skills to assist the students in the classroom learn are very important guidelines for the peer tutor to follow. Having a positive attitude is an excellent trait for a peer tutor to inherit. Having a positive attitude makes it easier for the students in the classroom to approach the peer tutor for assistance. Maintaining a positive attitude is helpful in many ways and makes you likeable among the students.
When children are young teachers use sticker that say “great job,” “excellent,” or “way to go”, the teachers also use gold star stickers for good behavior. This of course changes with older student usually just positive statements like “you are doing great” or “you are really good at this”. The article also talked about a study that said praiseing student as smart may casue them to lax in doing their homework so we should praise their efforts inteads of their knowledge. It also states that this kind of reinforcement is not always good and negative reinforcement is not always bad. “ The key is what kind of behavior increases when these reinforcers are applied” states Charles H. Wolfgang.
The classroom glowed like a sweetshop.’ These opening two lines of the second stanza show once again the happiness and excitement of the children. ‘Better than home’ implies that while home is great, school is even greater. ‘The classroom glowed like a sweetshop’; a child’s favourite place tends to be a sweetshop or toyshop, so Duffy uses this simile to show that the atmosphere is similar to one of a child’s favourite place. ‘Brady and Hindley’ were two child murderers that Duffy possibly added to show the reader that these children are safe from such monsters. ‘Mrs Tilscher loved you.
Strengths of teaching During my observation in both lessons with grade five students, I noticed that there are a number of strengths to be pointed out such as stimulating discussion in the classroom which allows the students’ to practice the maximum of their English language and hence allows you to correct their mistakes simultaneously. Students were fully engaged as they have the opportunity to use the language they have and put it in practice during the lesson. Added to this the ability to create a stress-free learning environment although the students’ have been exposed to different kind of activities and way of teaching. I think it was completely beneficial when you tried to allay the student’s fear of the given activities and offered as much assistance where needed which allows the students’ to relax and enjoy the tasks. During the lessons also materials and resources were adequately prepared and matched the students different learning styles including visuals, food menus and a song for auditory learners.
Teachers create an environment and provide materials and equipment, enabling the child to interact with the environment. The child should be able to explore and manipulate materials of the surroundings (Bingham-Newman & Saunders, 1977). My own personal experience has led me to agree with Bingham-Newman and Saunders. In experiences where there was an enriched environment, learning comes so much easier. The participants were less likely to grow bored and impatient, and as part of the enriched environment, teachers offered a higher amount of motivation.
For example,in my placement,my friendly and polite attitude towards reception children makes it easy for them to bring their complaints to me;if they are hurt or hit by somebody. My active listening also encourages a child to build a positive relationship with you. As a teaching assistant, I have to understand and overcome the barriers to the communication in order to maintain healthy relationships with children as well as with young people and adults. These barriers could be: an accent,hearing problems ,difficulties in understanding English language etc. In presence of any of these barriers,I have to adapt my communication methods,instead of verbal communication,I may have to Show or draw pictures Use of sign language Show videos Use of enlarged print Young people Effective communication to make positive relationship with young people is equally important to make good relationships with them.
to wear a “mask” while he performs just enough to somewhat please the instructor. This proverbial mask is shed when the learner is authentically interested in something. Further, they state that many still believe that children are highly motivated by rewards. Prosser and Allen theorize that rewards “may serve somewhat when the task itself does not appeal and the mask is on. When the task itself appeals, medals are only artificial and superficial devices or worse, for the mask is off!” Prosser and Allen further state that this dual personality will persist as long as we continue to distinctualize between the artificial learning environment of the typical classroom and the natural processes of learning.
(Harlen, 1998) highlights the positive alternative saying the more input students have the greater their learning is, pupils who play a part in deciding their next steps rather than being passive recipients actions this process. The current conceptualization of assessment for learning is one that is shared by learner and teacher. It is collaborative and promotes self reflection by encouraging students to review their work constructively, critically, independently and eventually via self managing and also promotes student understanding of goals and criteria. The student teacher partnership of ‘gathering information’ is done to interpret evidence, to decide where students are and where they need to go and how best to get there (Assessment Reform Group, 2002). The two most common identified forms of formative assessment are ‘planned and interactive assessment’; these are viewed as a whole class before or after a lesson and ‘interactive formative assessment’ is done individually during the teaching process.