The teacher was told that the object of the experiment was to study the effects of punishment on learning. They are also told that their role in the experiment was to read word lists to the learner and the learner must remember the second word from a list of word pairs they had read earlier. If the learner got the answer wrong, then the teacher was told to administer shocks, for each answer that the learner got wrong, and the shocks had to increase in intensity. The teacher is unaware of the fact that the learner is actually an actor, and receives no shock. The experiments, involving the Undergrad students from Yale, resulted in 60
UNIT 304 Knowledge Understand policies and procedures for promoting children and young people’s positive behaviour. 1.1 The policies and procedures we use in our setting relevant to promoting positive behaviour are the ‘Good behaviour for learning policy’ and the ‘Dealing with bullying policy’. The Good behaviour for learning policy explains what, as a setting, we expect from our pupils, staff, parents, governors and even visitors. It sets out our code of conduct, it explains how, as a school, we develop a positive learning atmosphere, what classroom management strategies we use and about the rewards and sanctions too. It lays out what we expect from the parents and what we will give back to them.
A way in which the family teaches a child certain norms is through manipulation and canalisation (according to Oakley) as particular toys and sayings are enforced on the child depending on their sex. For example, a girl will be given a doll or a play kitchen which introduces traditional feminine ways of life, the housewife and mother. Whereas, boys will be given a football or toolkit which helps to form hegemonic (traditional) masculinity traits. In addition, boys are encouraged to be tough and told not to cry whereas girls are encouraged to be more emotional. Certain behaviours can be controlled through rewards and sanctions e.g.
The use of journals assisted them tracking their thoughts which led to their behaviors in the classroom. The teachers realized pre and post thoughts were different. Cognitive coaching includes skills that are necessary for our future leaders. When teachers can learn from each other the impact on the student’s is priceless. The best way to learn is to teach.
Overcoming Resistance to Learning 1 Overcoming Resistance to Learning 2 Malcolm Knowles’ (1989) principles for overcoming resistance to learning have given me a new perspective on adult learning. His techniques for getting people to become self-directed learners have prompted me to change the way my company presents professional development plans to our employees. There are also obvious parallels between Knowles’ principles, and the Principles of Adult Learning course. Resistance to learning is a challenge I am required to overcome quite frequently in my work as a training manager. Some of the training programs I administer are professional development plans for individuals wanting to be considered for a promotion, or recently promoted from within the organization.
The response of which, the teacher gets mad and implements a punishment; the counselor walks in and stops this punishment and talks to the kid instead. They came to find out that Eric Buttler was raising his siblings and watching his mother do drugs, the stress was too much; “[W]e were about to put this kid out of school, when what he really deserved was a medal.” With the implementation of this new program of talking instead of issuing punishment, you see a positive change in the boy’s outlook and keeps another kid in school. Davis explains it best when she states,” [p]unitive Justice asks only what rule or law was broken, who did it, and how they should be punished. It responds to the original harm with more harm. Restorative justice asks who was harmed, what are the needs and obligations of all affected and how does everyone affected figure out how to heal the harm”.
By having this ability to recognize oppression helps to reject the destructive influence of messages caused by oppression.There are many ways in which we can teach children how to recognize derogatory depictions of other people as stereotypes and how to respond to them. Tatum had a good example of how to do this with her son and the book series they were reading together. Another example she used is when she explained the racism that was hidden in the ever popular
Abstract Forming impressions of people can be biased from order effects. Those motivated to think are less susceptible to primacy effects compared to those low in motivation to think. Presented study revealed a reduced primacy effect amongst those who are motivated to think. Teachers and assessors alike, where marking exams are part of work life, should be aware of any bias impressions that can be formed of their students during exam marking. As Rosenthal & Jacobson’s (1968) famous classroom study revealed, teachers impressions of their students can affect the level of encouragement they give.
Unit 307 support Assessment for learning 1.1 Compare and contrast the roles of the teacher and the learning support practitioner and assessment of learners, achievements Effective assessment plays a vital role in demonstrating how a teacher teaches and how pupils learn; it also allows a teacher to meet with other teachers to share examples of pupil’s progress and discuss why they think that child is working at that particular level. One of the main responsibilities of the class teacher is to monitor and assess pupil achievement in order to observe how all children in the class are progressing, assessing a pupil will also enable a child to recognise their own achievements in order to make progress in their own learning and allow teachers to adapt their teaching to a child’s individual needs. The teacher is responsible for following the curriculum, planning lessons and providing the necessary resources for the children, she will also develop and adapt learning activities to suit the requirements of individual groups of children who will need them that sets out a clear learning objective so that learner progress can be measured and to make the children aware of their learning intentions, this will decide whether that particular child requires more or less in their learning and targets will then be set for the child, if pupils have not made any advancement towards their learning objective, either the learning objective needs to be modified or adapted or the teaching tactics improved. A teacher’s responsibilities towards the children in their care also involve; • Deliver an on going record of each child’s progress in class. • Inform children about their individual performances and achievement’s.
Finding ways to make the material fun, engaging, and easy to comprehend will nurture a love of learning. Treating students with kindness and respect and helping them learn to apply that to others to create a positive and nurturing environment. * Differentiated- Making sure to include visual, audio, and tactile facets to all curriculum so that each individual will have the best chance possible to understand the material not matter their learning style. Working in pairs, small groups and classroom projects where partners and assignments are chosen based on the individual needs of the students. Keeping charts on each student for educational, social, and behavioral goals and personalizing the reward and recognition that they get for their effort and