To analyse the different ways in which ground rules can be established with learners to support behaviour and respect it will be necessary to identify some of the different methods available to teachers. The benefits or otherwise of these methods will be examined to assess their value and suitability to what they seek to achieve. Throughout education, business, life and sport, ground rules are used primarily as a means of managing any given group but also as a means of creating a safe environment and giving the participants responsibility. Within the learning environment there are a number of ways in which to establish those ground rules. 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.
AED 200 Week 5 Appendix B - Educational Philosophies Use the Educational Philosophies Table in Appendix B. Classify each philosophy as either student-centered or teacher-centered and describe the characteristics of each philosophy. Compare the behaviorist and constructivist learning theories. In what situations do you think either theory will be more effective in the classroom? Why? AED 200 Week 6 Assignment - Classroom Management Paper View the “Classroom Management” video clip from Chapter 11 on the textbook companion website
It is concerned with the soundness, trustworthiness or legitimacy of the claims or inference that are made on the basis of obtained scores. As teacher we must understand that the assessment we are actually assessing are on clear procedures, consistent and unbiased. Also that I interprete children's work and understand their work correctly, fairly and reasonably.During the marking process there were many incidents where validity could be noticed. A good example would be that I didn't have a reasonable range of the English content knowledge which therefore reduce my chance of assessing the recount to the best of my abilities. As teacher we can't asses everything so we must make sure that what we so assess is
The rigorous standards are continuous from school to school and are defined with essential skills students should know (MSDE,2012). The Common Core Curriculum assumes the position of the conservation view in the context of school processes. According to Astuto, Clark, McGree, Pelton Fernandez, and Read (1994), the curriculum is developed around a shared set of knowledge that represents a common cultural heritage. The concern with this new curriculum is that students with special needs are going to become frustrated and left behind. The skills and knowledge embedded into the standards constitutes a one-size fits all mentality and do not allow for enough flexibility for those students who learn
I feel it is important to take into account the personalities of the children, as learning may be inhibited if one child is particularly domineering or intimidating. It is also necessary to look at the subject being taught and be flexible in the grouping of children. I personally feel that for subjects such as Literacy and Numeracy, where there is pressure for academic success the children should be split into ability groups. I feel by working in ability groups, the children are still able to support each other and there is still a hint of Vygotsky’s ZPD theory being practised, as there is still a range of abilities within an ability group and the more able of one particular ability group, can support the others in the group. It is important to remember that no one child is the same as another, even if they are classified as being of similar ability.
Information from carers and colleagues. It is important for teachers and parents to work together and share any concerns they have regarding their child. They can share ideas and strategies to assist the child in reaching their full potential. 3.2 Children and young people’s development may not follow the expected pattern for a number of reasons. These include; * Disability * Emotional * Physical * Environmental * Cultural * Social * Learning needs * Communication Cross reference CYP 3.1 - 2.1 and 2.2 3.3 Children with a learning or physical disability may be subjected to prejudice or discrimination at school for the reason
As working with children will not be easy in aspects of planning, teaching etc. it is important that you commit some valuable time to plan your lessons and spend your time wisely with children to help them learn. An example of this is preparing work for children of different abilities as they have different learning methods and some may take more time or require extra support due to learning difficulties etc. It is relevant for an early years practitioner to work well in a team as it is important to acknowledge everybody's contribution which is their right. You should adopt a ‘we’re in this together’ approach.You should also be aware of how to behave within your team and be supportive and co - operative.
I think that reading is where most students have trouble and this is where they slip through the cracks at school. Some teachers don’t want to deal with it so they just push the child through. I think that what really needs to be done is that teachers need to take the time to help these kids. They need to make sure they understand the work. They need to make sure the stuff is age appropriate for their reading ages; doing this will help a child to succeed at reading.
Multiple measures refers to “using multiple sources and types of relevant information about persons or programs when making educational decisions” (Brookhart, 2009). There are many different viewpoints about what constitutes multiple measures and the reasoning behind them. From a teaching perspective, multiple measures are important in order to achieve validity. Brookhart supports that multiple measures are important in enhancing construct validity. It is fair to say that one cannot gain a complete understanding of a student’s capabilities from the results of only one test (Brookhart, 2009).
Susan Scholz Both have important similarities and differences exist in Piagets and Vygetski’s descriptions of cognitive development. Both are widely accepted ideas that learners’ are actively constructing knowledge for themselves. Piaget thought that children learn primarily on their own and Vygetski thought knowledge was first socially constructed and then internalized by the individual. They both view social interaction important but differ on the role it plays with a learner. Piaget’s idea of social interaction is a mechanism for disrupting equilibrium, and as individuals must adapt their schemes though accommodation and assimilation then cognitive development happens.