The one on one meetings allows the teacher to get to know about the interests, hope, and concerns of the student, and facilitate a relationship in which students feel they are emotionally and physically safe and, therefore free to engage in constructive discourser with their teacher (Brewster, 2000). A2) Self-Motivation Mr. Collet’s homework policy promotes self-motivation by making the students responsible for having done their work and meet the teacher’s expectations. This part of the policy would promote self-motivation for a 4th grade classroom because it would hold the students accountable for meeting the teacher’s expectation. This make a student want to do exactly as the teacher ask. Most students don’t want to disappoint their teacher and having to appeal to the teacher for not having the homework turned in on time, So they will make sure to keep up with their work and what is expected of them.
They are continuously updating their knowledge, doing research, have important and original thoughts relating their fields, and are interested in what other people do in the same fields. Outstanding teachers treat their lectures with the same seriousness and dedication needed in other endeavors such as research or scholarships. They also create class objectives that can be applied outside of the classroom. Students are taught in a way that allows them to confront, analyze, rethink previous assumptions, and examine schemas. At the same time, students are treated with decency by believing in their capacity to learn.
Conflict, because it was handled positively, was crucial to the group’s progress. Source: Andrea A. Lunsford (Bedford/St. Martin’s, 2004) 2 Leadership Roles Leadership Roles in a Small-Group Project While classroom lectures provide students with volumes of information, many experiences can be understood only by living them. So it is with the workings of a small, task-focused group. What observations can I make after working with a my peers on a class project?
The authors believe that case study teaching is becoming a favored method to teach STEM classes because it engages students with real life issues. A challenge teachers have in the classroom is sufficient time to cover the curriculum. The writers recommend using a flipped classroom concurrently with case study teaching. Students can cover the material independently at home and class time can be used for hands on learning using case studies. The writers list examples of case studies used in a general biology class and a list of websites that a can be used at home for the students.
Wayson also spoke about teacher student relations and how to open your classroom for more effective learning. He talked about not embarrassing a student, but in turn seeking alternate ways of getting your message across. This is something that we have touched on throughout the course, but something I feel to be very important. I think its imperative that as teachers we think about what our actions have the power to do. At the elementary level, we are shaping how students feel about themselves which can affect them the rest of their lives.
Customized Learning Theory: Differentiated Instruction and Inclusion in the Classrooms Katie Wood Liberty University “Let the wise hear and increase in learning, and the one who understands obtains guidance,” (Proverbs 1:5, ESV). This is a powerful statement from God’s Word that should guide the role teachers play in their classrooms. “Good teachers know their subject matter and have mastered pedagogical skills,” (Slavin, 2009, p 24). Teachers who are willing to base their lessons off of research, in order to learn, will understand what it truly means to guide their students in the right direction. However, teachers cannot guide if they do not understand their students and how the students interpret learning in the classroom.
After I reached the sixth grade, I was able to receive appropriate assistance with Special education instructors. Dweck stated, “The great teachers believe in the growth of the intellect and talent, and they are fascinated with the process of learning.” Teaching is a talent. Teaching allows the opportunity to work on hearts, minds, and to guide students becoming empowered, literate, engaged, creative, liberated human beings who want to join in this effort to change the world. Although, my teachers’ repeatedly showed me what they expected from me in the classroom. They were able to teach me study skills, and specially how to still in my seat.
Then when I studied and got a good grade I was like “wow, I can do this” and felt a beam of confidence that I could do it for other classes as well. Adapting to the schoolwork is a big part of having confidence in the classroom because you understand what is being taught. Gatto said “schools are establish fixed habits of relation to authority. This of course, precludes critical judgement completely.”(152). Gatto is saying that schooling is made for kids to adapt to; it has adaptive qualities, therefore there is a chance for everyone to succeed if they really want to, but it takes away from any individual thinking.
I would like to support this classroom in reference of two theories, Erikson and Reggio Emilia. I saw how successfully the children developed trust how they expressed their safety and security. The teachers were consistent and emotionally available. Erikson’s believed children can sense one-hundred percent trust or one-hundred percent doubt. (Erikson) Another, amazing theory that I can compare this classroom and teachers, their practice and professionalism, children are motivated to learn on what they are interested on, the teacher nurtures that ability so that the children grow and learn.
I observed and used various types of pupil grouping across the different curriculum areas taught. This aimed to help with differentiation and helped to provide effective learning experiences for all children within my class. At the start of my placement I strongly agreed with ability grouping, this is because type of grouping I remember experiencing at school myself. Therefore, I took this experience into my placement school and also put children in ability groups for most subjects. However, upon reflection I believe some of my practice may have excluded some children from opportunities which may have further developed their learning.