No one method will be suitable for all learners and all situations and the person responsible for the students learning must be prepared to be adaptable and use different methods in order to establish appropriate behaviour and an all inclusive environment in which to learn. Ground rules are necessary in all learning environments either express or implied. James Atherton (2009) believes that ground rules are the minimum necessary to enable learning to take place in the class. He goes onto to suggest that a teacher should know what they want in the list of ground rules before they start. He asks the question of teachers, if they don’t know what ground rules they want how will the students?
They are there to assist children on how to act appropriately on ideas they form themselves. He states, “Every teacher should realize the dignity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth.” He believed that the teacher should become a partner in the learning process. He states, “The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.” Teachers need to be aware of and never suppress a student’s interests. Dewey’s view on standardized testing today
When planning to meet all of the children’s care and learning needs it is important to remember that all children develop at different rates, it is important to remember this because you should not compare one child to another; as different aspects will be more developed than each other’s e.g. if a child has special educational needs they may need more assistance compared to a child without, a child who has English for a second language may also need more help, there for you many need to adapt your lesson plan for that child or provide additional support. When meeting the child’s needs there are certain aspects enforced by law and legislation to consider e.g. Health and Safety Act 1974 said that all settings should have an assessable fire exit, the Childcare Act 2006 implicated the Every Child Maters (ECM), some points of ECM is; stay safe, be healthy and enjoy and achieve, these would all effect the practitioners care for individual children, The Human Rights Act 2000 said “everyone has a right to and education”. http://www.gov.pe.ca/law/statutes/pdf/h-12.pdf ( 4/12/12) The revised Early Years Foundation Stage Curriculum also states what children should be able to achieve and what age they
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. Initial assessment and contracting before any learning takes place will ensue that learner needs are highlighted, therefore suitable support and lesson planning can take place. Inclusive learning is also about promoting a supportive and motivating learning environment that addresses the needs and barriers of all learners. For example, learners with wheelchairs need have appropriate access to the classroom and other facilities. Task 13 Strength and limitation of teaching and learning approaches Strengths and limitation of teaching and learning approaches are when a teacher implements all inclusive teaching
Making all children feel a valid member of the school community is something all adults will do daily. 1.2 Describe with examples how to behave appropriately for a child or young person’s stage of development When working with children and young people it is important to understand that there will be a varying level of attention and support required depending on their age and different needs. A main factor to consider is their stage a development, as a child’s concentration span will vary depending on this. As
The teacher must ensure they are reaching all of these different types of learning styles. Everything should revolve around the child and its individual needs. This is also known as the ‘holistic approach’. In the early years setting this approach to teaching focuses on the child’s needs and interests and uses it and teaches them what they are required to learn and helps the child to discover their full
It is also important to have the right materials for teaching and making sure everything is developmentally appropriate. Do not lay out a broken ball for the children to play with and expect them to be happy or not fight about it. Make sure that all the material in the classroom has a home and it is clearly marked for children to see to encourage clean up and independence. "When you’ve finished arranging everything, you should be able to survey the whole room from anywhere you stand. If all the children can see you, your very visibility will deter challenging behavior; if you can see all the children, you’ll be well situated to detect early triggers and head off challenging behavior before it starts" (Rasminsky, 2012, p 153).
Often, the display should be the representation of the children’s own work. However, posters, published materials or good quality photographs can be used when the children’s own work is not available. The display should always have a clear title, a year group label and should have a short explanation of the task / learning objective. In order to enhance and enrich the displays, all the labels could be printed by school staff or children using their computer skills. It is also important that the class teacher uses a range of questions to draw attention to the display and encourage interaction.
The team must decide the best way to allocate the tasks making sure that each topic is covered and each part is complete. While you do not have to play the same role for each part you must take a primary role in at least one part. The MINIMUM expectation for a member is that all members will be involved in: 1 brainstorming of the project as a whole and of each part 2 reviewing the part 3 reviewing the feedback given by the instructor This form is to give you the opportunity to describe the role you played on this part. It is not possible to anticipate how your team determined and delegated the tasks. Please add additional roles or edit the ones listed to meet your needs.
It is therefore important that you examine your own attitudes and values to consider how these may impact on the way you work with children and young people. Children listen intently to others around them, both adults and other children and soak up all information given to them. The school must make sure that the children are surrounded with positive messages about their peers and their own importance in society. All children are individuals and have individual rights; however they are not the same. It is the policy, currently, to include all children in mainstream education so long as the curriculum can be adapted to suit an individual pupils needs.