According to Wilson (2009), roles describe functions of teachers. These could include: planning and preparation for the running of the class; designing different and interesting ways to deliver the lesson; assessing (evaluating) the impact of the learning and whether it has been transferred to the learner; maintaining a safe teaching/learning environment; marking the work of learners; giving constructive feedback; and record keeping. There is more detail on the types of records teachers need to maintain in the attached learning pack under ‘Teaching/training cycle’. As well as compliance with legislation and regulations i.e. Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e.
Summary of Chapters 1 & 2 Chapter 1 introduces the questions of what makes a good teacher and what should good education be. It basically explains the criteria they used define their variables, to select subjects, and to determine the validity and reliability of their sources. For the sake of the study described in this book, an outstanding professor was defined as one who is remarkably successful in helping their students learn in a substantial and sustained manner. In addition, they should be able to significantly influence the ways they think, act, and feel. The study also considered those who were able to motivate their students to learn and understand the material rather than just absorbing the information presented to them.
In the middle of the continuum are dialogic-enabling behaviors, which make possible a radical pedagogy. The features of this style are listening and respect, direction, character building, and authority. Yet discourse is dialogic not because the speakers take turns, but because it is continually structured by tension, even conflict, between the conversant, between self and other, as one voice “refracts” another (Nystrand 1997 page 8). The fundamental issues in a dialogic conception of instruction concern the scope of public classroom space for student’s voices and how various teacher roles and moves enhance, constrain, and otherwise affect the interpretive roles and therefore the learning of students. An example of Ms. Jansen classroom management would be bad dialogic instruction.
Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
Jesus Gonzales Teaching Case Reflection As teachers we learn through doing, but experience is not the only thing that makes effective teachers. Knowledge is equally important in becoming an effective teacher. With knowledge we have a responsibility to share it with others to the best of our ability and to know when we need to adapt our sharing techniques. Teaching cases are examples of specific teaching experiences and are one way that teachers can reflect and add to their knowledge database. Each example can be examined by different perspectives, identifying the problems, and suggesting some solutions.
Customized Learning Theory Angelique Young Liberty University Introduction There are many ideas and theories on what makes the best learning environment. Things to consider are teacher-student relationships, teacher-parent relationships, parent-student relationships and lastly, student-self relationships. Each relationship creates an environment that is intertwined with the other to create the best learning environment for the student. When one or more of these relationships fracture, the environment for the student is, at best retarded, if not crippled. By understanding the dynamic of these relationships, a teacher understands the development and learning of students and seeks opportunities to positively support not only their intellectual development, but also social and personal as well.
How are these strategies implemented in my Teaching Practice School? 4. Are these strategies successful? In investigating the above I hope to discover the benefits plus the ‘what’s’ and the ‘how’s’ of well practised Positive Classroom Management (PCM). Through this study I hope to be able to adapt my learning of PCM into a practical understanding and use it as a tool to create a teaching environment conducive to focused and engaged learning.
c. Group work is important in the IT classroom because learners relate to their peers and, as such, can more easily understand terms explained in their “own language”. Learners bounce ideas off each other and reach conclusions and working solutions through experience and experimentation, which can be retained better than the information presented by an educator alone. Learners can also encourage each other to achieve learning outcomes. Learners bring their individual perspectives, experience and skills to bear on the learning experience. Question 2 a.
There are many reasons for conducting classroom assessments – assigning grades is an obvious one. Effective assessment allows teachers to monitor students progress toward achieving learning targets, determine whether instruction is effective, detect students strengths and weaknesses, diagnose learning problems, provide feedback, motivate and engage students, and prepare them for high-stakes tests (McMillan, 2011). Effective assessment therefore enhances teaching and learning as well as allows a means for providing information on student achievement and learning needs (McMillan, 2011). What assessment provides immediate information about how students are progressing in their learning and where they are having difficulties? Formative assessment, or assessment for learning, enhances student learning and achievement and helps teachers improve instruction (Wiliam, 2005).
What I understand by ‘teaching for learning’ is that as a pre-service teacher we need to learn about teaching well at the same time also achieve confidence and competence in the students learning which than leads to teachers identifying their own purpose and values which supports their practice and professional approach. 2. List the four components of Praxis Inquiry and provide one activity that you might engage in for each of these. The four components of Praxis Inquiry are: - Describe Practice: This component involves describing heats happening in the classroom and in order to achieve this would be asking question such as What do learning and teaching look like in my classroom? - Interpret/explain practice: This component involves educators sharing and interpreting of quantitative and qualitative analysis which involves me talking and analysing my descriptions of my practice with other teachers.