They are identified in a person but aren’t really the person’s number one choice. The preferred strategies are the strategies that help the person learn and cope to their needs. Identified strategies are there and also help but the person would prefer the other strategies over them. As discussed earlier, kinesthetic strategies embody actively engaging into the lesson. On the contrary, aural study strategies engage “attending classes, discussions, and tutorials, discussing topics with others and teachers, and using a tape recorder.” People who are good listeners and learn better by hearing have aural strategies.
When looking at the advantages and disadvantages of using unstructured interviews to investigate streaming, we need to look at how this can effect the pupils. One strength of using this method to investigate streaming is, as stated in item B, the researcher ‘can explore pupils feelings and reactions’. This supports the idea of empathy, as the researcher can build a rapport with the respondents and by using this method is able to talk about sensitive issues. For example, by talking to students in the lower band, using unstructured interviews allows the pupil to feel at ease and not judged by the researcher. This may mean that the pupil will open up and could explain their feelings and emotions towards the subject of streaming, and the reasons why they ‘develop a negative image’.
Interpretivists favour this method, as they can get more detailed answers from the pupils. It is a flexible method that allows the interviewer to gain insight into why subcultures develop. This would be good when interviewing pupils from pro and anti-school subcultures, as they can speak about their own experiences, and what is important to them. Unstructured interviews can also be carried out in
Assessment criteria 3.2 Social organisations and relationships within the class room are again another great learning tool. If you group children together and work with them on tasks within the curriculum, they will start to develop a strong learning relationship. You could see that the group dynamics will often change on particular tasks, where a more confident child on this task will take lead over a more confident child on another task. If the children see the adults within the class react well and interact with other children, they will get a better response from them. Children are put into groups in order to give them the best learning potential and for their learning to be appropriate for their age and level of understanding.
If lessons are catered to the children in your class it is more likely to captivate them and be more fun because it’s based on their interests and makes learning easier. This could be in a form of playing games, group discussions or independent work to stimulate lesson and make them more interesting. . Identify and obtain the information required to support learning activities.5 1.5 Information required to support learning activities includes: * Relevant school curriculum and age-related expectations of pupils * The teaching and learning resources required * Own role in supporting learning activities * And additional needs of the children involved. Before carrying out activities, you will need to have an awareness of the curriculum and stage at which pupils are at.
These opportunities give the children confidence and promotes their interaction with each other. This has an impact on how each child behaves at the school. The school has the understanding that some children may be restricted and may not perform as well as others because of their different backgrounds or their learning capabilities. The school helps children feel content at the school by realising each child’s learning capabilities and provides extra intervention and other resources where needed and by promoting
Giving students an opportunity to create every day will keep them engaged in learning, keep frustration at bay, and lead to happier, more fulfilled children. Also, art and music stress cooperation much more than math an reading do. Students can learn to work together, plan together, and create together in these classes, whereas in a math or reading class they may be competing, or simply not interacting at
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.
Discussing cases in small group settings can be a huge benefit in that each person would bring varying perspectives, critiques and solutions to the table, increasing the knowledge of each teacher more than if they were to just complete individually. Once critiques are made upon a case and other people offer suggestions and opinions teachers will be much more capable and confident to reflect and critique their own classroom teaching. Teaching cases are for the greater good of all teachers; they need not be put down, but instead used for the edification of other teachers where they can bounce ideas off each other for greater understanding on how to deal with certain situations. Discussing cases will test the beliefs of everyone involved, broadening the minds of teachers and evaluating each perspective. Each person must be able to effectively communicate their views and reasons why they have certain beliefs.
There would be far fewer discipline problems and behaviors requiring corrections and discipline if the student’s basic needs are being met within the classroom. Particularly with more challenging students, it is helpful to find what the student is getting from the misbehaving, that is, which goals or functions are being met when misbehaving and help the student meet their for appropriate rather than inappropriate behaviors. These are the students that need attention and interventions. To get in touch with and educate these students effectively educators need to be trained in appropriate instructional and structured strategies in order to implement modifications and accommodations for these students. Classroom teachers are not expected to know which are the best strategies and techniques to try or what are recommended practices for addressing the needs of our diverse learners without