Constructive feedback is a way to increase self-awareness, offers options and encourages the learners development, this is a very important part of the teachers role and must be given with tact and encouragement to progress the learner. Constructive feedback does not mean giving positive feedback only. Negative feedback, if given skilfully, can be very important and useful. Destructive feedback is negative feedback which is given in an unskilled way. It can leave the participant feeling bad with seemingly no way forward.
Trained teachers will automatically know the types of measures to use incase a student exhibits a certain undesirable behavior. These measures will ensure that students behave in an appropriate manner and their performance is excellent. They will also make sure that the relationship and interaction between them and their students is healthy therefore building a favorable learning environment. They should be in a favorable condition to notice various problems that individual students go through, advice, keep close watch and offer valid solutions. For a school to be the best place to mould good behavior and emotions, it needs to have consistent rules and consequences in case an individual breaks them.
These lessons need to be creative, incorporate activities and techniques that will engage the learner. The teacher must also be flexible and have the ability to change an activity quickly if it is not achieving the desired effect or learning is not moving forward in a positive direction. According to the learning cycle, adapted from (Kolb 1974),
A risk assessment may initially have been carried out to enable an individual to undertake activities which will develop their skills and confidence, as these grow the risk assessment will need to be reviewed. Failure to do this will undo all the progress that has been made as well as infringing the individuals rights. 4. Explain how useful care or support plans are in supporting person centred values in practice. A care plan is the main important tool in supporting person centred values, this can be achieved by involving the individual at every step to ensure it reflects their individuality.
Assessment criteria 1.2 • Explain why it is important for all staff to be consistent and fair when applying boundaries and rules for children and young people and outline the implications that inconsistent application of rules may have. • Give examples of applying these rules and boundaries in accordance with the policies and procedures. It is important for staff to be consistent and fair when applying boundaries and rules for children and young people because it will enable then to understand what acceptable and unacceptable behaviour is. Children and young people need to understand the consequences of not acting within those boundaries. It is important that the boundaries are appropriate for the age and stage of their development.
A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback. During the delivery of an activity, practitioners should be setting clear expectation and instructions. They may recognise that children are struggling or not understanding what they are asking them to do ; if this is the case practitioners should modify their delivery or the activity itself , in order for every child to take part. During the activity practitioners should be monitoring and observing in order to provide the teacher with feedback. A learning support practitioner will also contribute towards the
This way of giving feedback should always be adapted to each learner. To be constructive feedback has to have some depth instead of quick comment. It has to be based in particular facts related to the learners development, achievement or what areas the learner needs to develop. However a trainer has to have in mind that when a learner reads a written feedback he may not interpret the trainer’s words as the trainer intended. So it is very important that the trainer chooses his words carefully in order to be clear about the learner’s achievements, progress or areas of improvement (Gravells, 2013).
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
The principal also feels that sensitivity and a selectiveness nature must be given to staff. He feels that staff have many things going on, time is an enemy of all and there needs to be an understanding as to what they can handle. Another factor of importance raised by the principal is the fact that he stated that what supervisors need to be conscious of is the fact that professional development should, in some cases is researched based. With this in mind he feels that those involved need to be mindful of that fact that research-based elicits proving that something is effective. With this key piece he believes creates greater success professional for educators and better higher achieving results for
While it is essential to undertake a personal self assessment to help get over any hurdles which may have been encountered in such situations, often overcoming these obstacles will require external advice and general guidance which will help you achieve the goals in your practice which you are aiming for. It is therefore highly beneficial for you and the pupils you are assisting that you try and set aside time with the teacher you are operating with to undertake any evaluation and discussion about your practice if they have noted anything in particular in a pupil's response which may have been reflected as negative and how to achieve action preventing