Some claim we should not teach we should facilitate. The difference being a teacher is often the one who holds all the knowledge where as a facilitator makes the pupils become involved in their own learning. For this assignment I will talk about the training cycle and
[pic] Collaboration In 2–3 paragraphs, describe how you will find answers to your questions or address your “wonderings” about assessment. Include possible resources, such as other colleagues, professional journals and/or organizations, or professional development. Many of my questions and hesitations regarding the concept of assessments have already been discussed and answered by the required excerpts from Educational psychology: Windows on classrooms that I read this week. I found the excerpts to be informative as well as extremely motivating. While I believe myself to be a dedicated, hard-working, and knowledgeable educator, I do rely on many factors to get me through the school year in regard to questions and concerns I may have.
Describe what your role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. The teacher’s role, responsibilities and boundaries are permanently changing, evolving and being assessed in order to give the best possible learning experience to all students. Using the teaching/training cycle can benefit your personal development if you refer to and use its principles. The first stage of the cycle is Identify needs, this begins with the initial assessment where we can determine the learners needs and the correct course for them to achieve. We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic).
Critically evaluate theoretical approaches to understanding behaviour management as a process and critically reflect on how this impacts on your values and assumptions about effective behaviour management, supported by examples from your school experience. Introduction Behaviour management in the primary classroom is a topic discussed at length by all teachers in Primary Schools throughout the world and has also been researched extensively by academics. The management of children’s behaviour in the primary classroom is vitally important so that a positive learning environment is created. Forty percent of teachers spend more time keeping order than teaching (Johnson, 2004). Students awarded Qualified Teacher Status need to “Manage behaviour effectively to ensure a good and safe learning environment” (DfES, 2012).
(Introspection, 2012) Inquiry oriented practice consists of formulating questions and finding reasonable and appropriate answers to those questions. (Inquiry Based Learning) Through action research, teachers perform inquires into their practice, dissect the results of these inquires, and work to create positive change in classrooms. (Crothers, 2008) When conducting action research, one must be aware that its design consists of planning, continuous and systematic procedures for reflection and a willingness to try alternate procedures and strategies to improve outcomes. (Schmuck, 1997) Action research is completed through a spiraling of cycles. (Schmuck, 1997) These cycles consists
Investigating Meaningful Teaching Interview The author had the privelege to interview two different teachers of which were educating different grade levels, ages, and classroon enviroments. This essay will summarize the interviews and reflect upon why the author wants to join the ranks of special educators, what the author learned during the interviews that solidifies his/her desire to be a special educator and the authors personal mission statement. The questions that were asked during these interviews ranged from opinions as to what is necessary for a meaningful and worthwhile teaching and learning experience, how is a meaningful learning experience for students related to the teachers' philosophies of education, why did the interviewee want to become a teacher, why does the interviewee continue to teach, what are two or three of their most rewarding teaching experiences, what are two or three of their most challenging, what changes would they like to make in teaching and why, and lastly, how can special and regular education teachers receive support to deal with the challenges described. Out of the six questions asked, both interviewees were simlimar in responses with two of the qestions. When asking, “What is necessary for a meaningful and worthwhile teaching and learning experience,” Mrs. Hagel’s response referenced the engagement in learning, objectives, and instruction, whereas, Mr. Walker expressed collaboration with the school (teacher, CST, administrators) and the parents are critical to the success of a child as well as a positive learning enviroment.
Assessment plan After my discussion with the learner I would use an assessment plan and explain to the learner what an assessment plan is. It is advisable that the assessment plan be done with the TA, learner and the learner’s manager. On the assessment plan I would record what activities I need to see always getting input from the learner and manager, having already discussed with the learner what they do in their job role and cross checking them against the units they are doing. I would detail were the activity/assessment is to take place the date/time and how long the assessment is going take. I would explain to the learner what is required from them e.g.
By interrogating, for example, teaching journals, evaluations, student/peer feedback, personal goals/outcomes, and/or role model profiles, teachers can reveal aspects of their pedagogy that may need adjustment or strengthening. Self-reflection is the foundation for reflective teaching. Going further than self reflection to understand student experiences is, for Brookfield, "of utmost importance" to good teaching (35). Teachers can reflect upon, for example, student evaluations, assessment
Teaching Assistant level 3Assignment 3 Student Name: Shazna Begum Student Number: SHA851BE Tutor: Mr Ken Smith Question 1: Why is it important to observe and assess pupils development? Precise observations and assessments are vital to efficient educational training. Cautious analysis enables both the teacher and teaching assistant to make assessments linking to each individual’s behaviour, learning techniques, stages of development and maturation, curriculum advantages and disadvantages, contemporary learning needs and attainments. These observations and assessments can help underline and commemorate individuals advantages and also discover any disadvantages in their learning. It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development.
Describe the roles, responsibilities and boundaries as a teacher in the teaching/training cycle Role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such way that all students are encouraged to enter into wider debate surrounding the topic they have chosen. To ensure sessions’ aims and objectives are meaningful and applicable to students, the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within group and considering learner’s motivations and previous experiences helps identify various teaching methods that could be useful throughout the program. Sessions incorporating visual, auditory and kinaesthetic learning styles ensure student’s have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective.