Delfinio I. Velasquez Professor: Tami Comstock Eng- 80-32544 3/26/2013 How Autonomy should be used with Parenting Parents want what is best for their kids, but what they think is best for their kids depends on what parents think an ideal adult looks like as a whole. Daniel H. Pink in Drive analyzes how authentic motivation and autonomy are required for children potential to be preserved. Parents should use more autonomy as much as they can to let their children feel that they are controlling their own life. This will increase their motivation in many areas and gain more confidence to achieve better grades in school. Allowing children to be able to think independently and create their own behavior can be an effective way to allow for more autonomy, improving their motivation in many areas and get the confidence to achieve better grades in school.
The DfES (Department of Education and Skill) states that inclusion ‘emphasises schools responsibilities in including children with a diversity of additional needs’ and aim to ‘reduce educational failure and maximise potential for all children’. (p.2). the main purpose of this study is to examine the main disadvantages and advantages of moving students with disabilities into a regular classroom. I will critically discuss the difficulties and benefits for pupils in need of special education, regular students in education and regular education teachers when moving a student with SEN into a regular classroom. Inclusion for pupils with SEN (special educational needs) doesn’t necessarily mean that the teacher has to teach everyone the same way.
Through the implementation of CBI, the target student, thus promoting self-management, accountability for actions, and independence, completes three procedures. (Yell et al., 2009) The first phase is for the child to record the rate that the behavior occurred. Self- monitoring is said to be very successful in promoting positive relations between learners. In order for students to successfully record their behavior they must identify that the behavior is actually happening, then the behavior is recorded. This is usually done on graphic organizer or journal provided by the teacher.
Many people believe that if a child has Special Educational Needs he/she should be educated in a special school. However the Special Educational Needs Act 2001 was intended to consolidate the SEN child’s right to a mainstream education. “The Act has amended the Education Act 1996 and transformed the statutory framework for inclusion into a positive endorsement of inclusion” (DfES/0774/2001, page 1). With this revised act the views of parents are taken into account in each individual case, if they want their child to attend a mainstream school then everything possible should be done to provide it. Inclusion and SEN has an impact on every aspect of learning within schools, no
According to Sue Swaffield (2008), effective feedback should: • Focus on student learning • Focus on the task rather than the learner • Focus on process rather than the product • Focus on progress • Focus on particular qualities of the work • Advise how to improve • Encourage the student to think • Require action that is challenging yet achievable • Be specific • Avoid comparison with others • Be understandable to the student Formative assessments can vary from worksheets, quizzes, journals, diagnostic tests, and informal observation. I feel that one of the greatest strengths I possess as a teacher is the ability to differentiate lessons to meet the needs of every child. The use of various types of formative assessments aids in the monitoring of the students strengths. Taking the time to know each student personally helps me to find out what is interesting and important to them. It has been suggested that these types of assessments are not graded nor used in the computation of the final
Effective teaching should acknowledge the impact of factors such as attitudes, perception, expectations, abilities, gender, socio-cultural background and maturity on every learning experience. (“Principal of effective learning and teaching”, n.d.). The purpose of instigating variety of teaching strategies is to avoid monotonous diet of same teaching style which will cause even the keenest student to lost interest. For instance, using technology to achieve maximum success is very vital, educators need to be aware of the different types of learners and how they can address their needs through the use of technology. (Ktoridue, Zarpetea, Yinguo, 2002) Teachers share a significant responsibility in preparing young people to lead successful and productive lives.
Running head: AVOCACY FOR INCLUSION IN PUBLIC SCHOOLS Advocacy for Inclusion the Controversial Concept in Education Rochester College Abstract Any discussion about inclusion should address several important questions: Do we value all children equally? What do we mean by "inclusion"? Are there some children for whom "inclusion" is inappropriate? Inclusion is a term which expresses commitment to educate each child, to the maximum extent appropriate, in the school and classroom he or she would otherwise attend. It involves bringing the support services to the child (rather than moving the child to the services) and requires only that the child will benefit from being in the class (rather than having to keep up with the other students).
Conflict versus Functional Theory “The difference between school and life? In school, you're taught a lesson and then given a test. In life, you're given a test that teaches you a lesson.” (Tom Bodett) What is the purpose of our education system in our society? Schools continue to educate the young by expanding their minds and providing students across the country a higher likely-hood of succeeding by furthering their education. The school system provides a platform for domestic students to compete with each other as well as international students.
Stakeholders in Education Introduction There are many stakeholders in education each of whom needs to play his role effectively in order to help all our children learn better and reach their fullest potential. This document spells out the roles of the respective stakeholders in education. The statements which are student-centered, outline the roles and qualities we expect of each stakeholder—the child himself, hisparents and family, his teachers, his Principal, MOE HQ, the Community, Business and Industry, the Alumni Association as well as the School Advisory/Management Committee—in helping the child learn and grow. With these statements there will be a common understanding of the the type of partnerships that can be undertaken and how the respective roles can be fulfilled. At the heart of these statements is the ultimate aim of helping all our children achieve the Desired Outcomes of Education.
It is used to help students with diverse needs learn using a core curriculum. Based on the readiness of students, there are three strategies for successfully implementing differentiated instruction. Regardless of their individual differences, students are expected to master the same concepts, principles, and skills. First, is the “content” of lessons it may be differentiated based on what students already know. The teacher may differentiate the content by designing activities for groups of students that address different areas of knowledge, understanding, and skills.