It can leave the participant feeling bad with seemingly no way forward. Verbalising and exploring a learners thoughts can assist them gain a positive perspective of their own work and ability and will also help identify problem areas, therefore providing both the teacher and the learner with the ability to develop e.g. asking a learner where they think they did well and where they think they could improve. Some situations in which constructive feedback is required can include; ongoing performance discussions, providing specific performance pointers, following up on teaching discussions, providing correct guidance, providing a learner with consequences of their behaviour. Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner.
Teaching assistant Diploma level 3 Assignment Two Supporting the Pupil 1. Explain the five broad social and emotional aspects of learning The five broad social and emotional aspects of learning are:- Self-awareness – Children begin to understand themselves, understanding how they can learn effectively, knowing how to interact with others. They begin to consider others feelings and thoughts. Children can use these skills when planning their learning. Children can take responsibility for their actions, to feel good about their achievements and understand that their feelings and behaviour are linked.
Students must feel safe and secure in their class in order to learn and grow in education. In order to control these types of behaviors the teacher must first recognize the misbehavior and handle it in a professional manner from the onset. Students learn from example as much as from example. Teacher set the example. They can do this by putting a stop to the disruption and using it as a learning experience for all the other students.
It means that students can take responsibility for some of their own progression. Students can ask themselves what am I learning and how can I do it better. Giving students constructive feedback will allow them to recognise how they can progress and achieve the next step in their learning. Having confidence that all students can improve. Both the teacher and student are involved in the reviewing process and can reflect on the assessment information.
3. Assessment and accountability Foster professional growth, personal development and accountability through support of students in practice. Demonstrate a breadth of understanding of assessment strategies and the ability to contribute to the total assessment process as part of the teaching team. Provide constructive feedback to students and assist them in identifying future learning needs and actions. Manage failing students so that they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and their implications of this for their future.
Giving children a safe, nurturing environment in which they are able to learn how to use the tools required to build resilience is paramount. Strategies such as being able to say no, strategies to calm themselves when they are feeling stressed or anxious, calm areas, a timer, a talk buddy, a sprint, writing in a diary are tools which can assist in this. There are many ways that we can support children's self-confidence. It is important to recognise, praise and reward, in line with school policy, their achievements however small, celebrating even the small successes. Likewise it is just as important to accept that getting things wrong is okay and to understand how we can learn from our mistakes.
Support learning activities 5.1 Explain the Importance of Evaluating Learning Activities. We are evaluate learning activities in order in to see what is and isn’t working. This allows us to evaluate how the learning activities are been received by the children. Evaluation is important as it helps out when planning and helps you to think about the learning that has taken place. Spending time going through the learning activities and seeing how children have responded to a certain task or question, can really help change it for future activities.
In a school situation a teacher can change students’ behavior by adjusting the learning style to the learners level. One of the most known teaching technique is associating students good behavior with the rewards.This can be as simple as giving them a smile, saying "well done,” or awarding a prize. Reinforcing appropriate behaviors can make positive results since children tend to continue or repeat an action that is rewarded. Rewarding technique helps children learn to listen, to complete work, and to behave appropriately, but the most important factor in the learning process is the teacher.The Brazilian educator Paulo Freire writes in his book “Teachers as Cultural Workers - Letters to Those Who Dare Teach” that, “Educators need to know what happens in the world of the children with whom they work. They need to know the
In addition, children will learn to argue with each other the same way their parents do. So a good parent must behave in order for his kids to do the same. Secondly, a good parent must have a good attitude. I believe that a reasonable attitude makes a child feel pleasant about the teaching of his parent. For example, when a child acts in a harmful manner, a good parent tells him that such behavior is unacceptable, suggest alternatives, explains this to him and avoids statements such as “You were bad”.
The social cognitive model is one that is places emphasis on explaining how the individual’s personal behaviors and beliefs are influenced by the individuals learning environment (Schunk & Zimmerman, 1997). In the findings of Schunk and Zimmerman (1997), individuals who are learning are active participants and these individuals can gain control of their learning experiences throughout various ways. This can include finding a work environment that is productive