In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
You should use these to cross-reference your work. Q1.Explain how a learning support practitioner may contribute to the: a) planning, b) delivery, and c) review, of learning activities. Answer a) Planning: A learning support practitioner contributes to planning of the short term plans these are for the week or day and will incorporate learning objectives and state how the class or group will be organised. Contributing in your own way by putting forward suggestions of your own, particularly if you support an individual pupil. The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas.
(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?
Kathy Parker Grand Canyon University: SPE 351 February 1, 2013 The problems associated with assessing students with Intellectual Disability are that the student shows signs and or behaviors. In assessing students a teacher must first understand the disability and all that is contributed to it. Teachers must look at the students’ ability to learn as well as his or her ability to perform daily task such as having the ability to dress them, comb their hair, and interact with others in the same age group as they are. In looking at these factors the teacher looks at a variety of factors such as intelligence scores, questionnaires, and observations in different setting over a period of time. Once this is completed then the teacher is able to assess the student and provide the support that they will need to function in the educational surroundings.
Summative assessment: Is usually used at the end of a formal learning course to be able to a give a course mark (grading) Formative assessment: Also called an educative assessment used to aid learning in an educational setting. Formative assessment might be a peer, teacher, or the learner providing feedback on a learners work, and would not normally be used for grading purposes. Performance-based assessment: This is similar to Summative assessment, as it focuses on the achievement of the learner. This actually shows that a student is able to put into practice what they have learnt. Such as a speech, new skill at work, a piece of music they have learnt to play.
NOTES FOR INTERVIEW 2 Supporting the Underacheiving Student The aim of this article is to support and enable the mentor to critically reflect on the processes involved in supporting and managing a learner who is failing to meet the NMC proficiencies for registration, developing an action plan to resolve this situation. This can be used as portfolio evidence for your personal development plan. Learning Outcomes: On completion of this workshop you should be able to: * Identify and critically reflect on the common behaviours of the underachieving student. * Utilise a problem solving approach to construct an Action Plan to support the learning needs of an underachieving student. * Based on the best evidence, consider the implications of failing a student * Critically reflect on the consequences of “Failing to Fail” Demonstrate recordable evidence of mentorship update which is relevant to remain on the mentor register database Identifying the Underachieving Student: Most students successfully achieve their learning outcomes on placement.
Marzano Research Examples Identifying similarities and differences Students should compare, classify, and create metaphors, analogies and graphic representations T-charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers Summarizing and note taking Students should learn to delete unnecessary information, keep important information, write / rewrite, and analyze information. Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries Reinforcing effort and providing recognition Teachers should reward based on standards of performance; use symbolic recognition rather than just tangible rewards. Hold high expectations,
This assignment should be added to the learners PDP’s. P5 and M3 – require learners to reflect on and explain how the knowledge gained within the classroom has influenced their professional development within placement. Learners should use examples where possible to link their theoretical understanding to practical experience. This M3 criterion could be completed in the middle of the learner’s course of study and then towards the end of the course as this would lead into learners covering D2 which requires learners to
To be able to gain a full understanding of these theories and their reliability I shall critically analyse a unit of work planned and delivered by myself within my own primary school setting and how theories such as ‘Assessment For Learning’ (Black and William 1998) and ‘Assessing Pupils’ Progress’, commonly known as APP (DCSF 2008) , impact on my own practice within the context of the teaching cycle. I will also talk about the differences between summative and formative assessment and the appropriateness of their use in the primary school. To conclude my analysis I will summarise the role of the teaching assistant within this process and propose recommendations for improvement with regards to how this role currently affects the teaching and learning within my own school setting. My own setting is a larger than average inner city primary school. Over eighty-two percent of our students are from ethnic minority backgrounds, with almost forty
Applying the multiple intelligence to FRESH In order to suggest a different way to restructure the program May 6th, 2009 This paper is to help me better understand the multiple intelligence theory and to judge whether or not I been unknowing applying this theory to my classes. I will also try to assign which students should be in which classes, depending on their intelligence and to suggest a possible way to development the FRESH program. I used the site http://www.googobits.com/articles/697-become-a-better-teacher-using-the-theory-of-multiple-intelligences.html and http://hmt.myweb.uga.edu/webwrite/mioverview.htm as my sources of reference. “Dr. Howard Gardner, professor of education at Harvard University, first came up with the theory of multiple intelligences in 1983.