The study also considered those who were able to motivate their students to learn and understand the material rather than just absorbing the information presented to them. The first chapter ends with the major conclusions regarding the behavior of successful teachers. These teachers know their subjects extremely well. They are active scholar, artists, or scientists. 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.
Retrieved June 12, 2007, from Academic Search Premier database. Annotation: The article focuses on the classification of students learning styles like visual, auditory and kinesthetic. By learning students’ capacity it would enable them to learn in an effective and fascinating way. Although this is a short article it gives me a different view of learning from a student and teachers stand
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.
Keeping records is a very important reflexive tool for both teachers and learners in the educational setting. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. Attendance data taken on a close protection course gives an idea of where students may fall behind with learning outcomes through non attendance. Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice.
Describe some aspect/s of your learning about helping in a counselling way, and what this has taught you about yourself In this essay I will explore my learning about importance of active listening, role of empathy, impacts that transference and countertransference have in counselling, as well as the importance of supervision for counsellors. Through examples from my experiential learning in class, my reflection on the influence of a long forgotten experience from my teenager years on my adult life and journal entries, I will illustrate how this course has helped me in heightening my self-awareness and learning about myself. Helping in a counselling way can be interpreted in two different ways; one is helping by using counselling skills, to assist someone in their professional role, the other is use of counselling skills by trained counselling professional. When a doctor or a nurse is listening to a patient during consultation, they use counselling skills to help them in understanding and supporting their patient in addition to their medical expertise. When counselling professional is listening to their client, they are using counselling skills as the main tool in applying their expertise, as this definition illustrates: Counselling, often described as ‘talking therapy’, is a process aimed at providing clients with the time and space to explore their problems, understand their problems, and resolve, or come to terms with their problems , in confidential setting.
They monitor student learning and adjust instruction while teaching. [pic]Area: 1.1 Using knowledge of students to engage them in learning Indicator: • know my students as people and as learners? Indicator: • build trust with students and foster relationships so that students can thrive academically? Indicator: • differentiate instruction based on what I know about my students’ strengths, interests, and needs? [pic]Area: 1.4 Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
2.1 Evaluate how to involve the learner in the assessment process When learners communicate with others about their learning, they learn about what they have learned, what they need to learn, and what kind of support may be available to them. Research shows that when learners are involved in the assessment process and learn to articulate what they have learned and what they still need to work on, achievement improves (Black and Wiliam, 1998; Sternberg, 1996. When communicating their learning using a variety of work samples, they go beyond what grades, numbers and scores alone can show. They are able to examine the depth, the detail, and the range of their own learning to figure out their strengths and what they need to work on next” (Gregory, Cameron, Davies, 2010) This is all part of learning to self-monitor and is recognised as an essential skill for self-directed, independent, lifelong learners. Elbow (1986) Progress is based on actual performance rather than on how well learners perform in comparison to others (Lytle and Wolfe 1989; Sticht 1990).
Unit Number: 2 Handout: Sample completed learning journal with level 4 guidance Form 10 Reflective Learning Journal This form should be used to record your reflections as you progress through your qualification. You should link your reflections to reading, principles, theories and professional values, as relevant. |Analysis of challenges that I faced in unit/task: Roles and Responsibilities of the teacher. | |Through this session I gained a better understanding of how a myriad of areas, big and small, need to come together to produce a | |teaching structure in which all students can gain the greatest benefits from the subject on offer. Also, that even though | |preparation and planning are key in delivering a well structured and interesting lesson, efforts in this area are wasted if I am | |unable to connect with my students.
Most teachers find what works for them and this is how they teach. It is important to help students to learn by allowing time for debates. Debates allow students to voice their opinion and concerns without being wrong. Debates are merely opinions. The classroom environment should be inviting and children oriented.
Gibbs (1998) reflective cycle will be utilized as it illustrates a clear structure for the process of reflection which includes six main stages; description of the event, feelings, evaluation, description (analysis to make sense of the experience) conclusion and action plan (Jasper, 2003) respectively. Baird and Winter (2005) give some reasons on why reflection is require in reflective practice. They state that reflection is to generate the practiced knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. Description of event: As part of our second assignment, our class (two people in each group) was assigned to conduct a role play on interview where my friend Mary held the role as interviewer and myself as an interviewee. The initial planning of the content and rehearsal was done together as a team.