To help a child with lack of confidence we need use praise, support and encouragement to try and overcome the problem and help them gain confidence. Opposing expectations Sometime people don’t have the same ideas about the purpose of an activity, meeting or they might have different idea, we need to explain exactly what we are there to do and why. Cultural differences people have different cultures and expectations. They communicate in different ways. In some cultures eye contact is discouraged so I would need to find alternative verbal and non-verbal clues.
Inclusive learning should promote positive behaviour and conduct. A teacher needs to recognise that learner comes with different learning styles and needs. Maslow stated unless certain need are met the learner cannot progress. Malsow ‘s hierarchy of needs theory is: Learners needs have to to be met in order for leaners to be involved and focused on their learning. For individual learning styles to be met, within a good learning sessions a teacher will ensure he/she takes a multi-sensory approach to teaching, this way each learner can work to the best of their ability.
One of the key responsibilities I feel for a teacher is to provide information, wisdom. In order to share their knowledge and understanding of a subject or topic a teacher needs to have a deep understanding of the topic that they are teaching. However alongside this a teacher should not claim to know it all, and be willing to learn from their students. ‘Knowledge may be seen as a level of awareness, consciousness or familiarity gained by experience, learning or thinking.’ (Jarvis 1987). It is important that the teacher appreciate any input from their students, whether the answer is correct or not.
If the child is attempting to explain their work to you, then you must take your time in listening to them because if you begin to interrupt, then this may cause the child to become aggravated and frustrated. Learn to be patient and listen to them until they have finished telling you what they want to tell you. Another important attribute is always give a smile when you see a child. If you show the child that you are friendly and approachable, then you will instantly create a good relationship with the child, which can then be built on. If you appear angry and unfriendly, then the child will try to avoid any contact with you or will just stay quiet when you ask them a question.
Training, Assessment & Quality Assurance (6317) Unit 301 Assignment Question 1 (AC 1.2) a) Assessment is a process of making judgements; explain what you are looking for from the learner to make a decision The assessment process is a way of confirming whether or not learning has taken place. It determines whether the learner has gained the required knowledge, skills, understanding and the attitudes required. Assessment opportunities also provide the learner to demonstrate the progress they have made and what they have learnt. If assessments do not take place, there is no way of confirming what and how well the learner has learn. The assessment process should focus on improving and reinforcing learning as well as measuring achievement.
Some students who lack in confidence may find it hard to communicate at all with us, so if we come across to that student in a positive and gentle manner they are more likely to open up to us and talk. We would not like to be spoken to in a negative way so therefore we should also be careful of how we speak to others too. It is important to communicate effectively in order that information is understood and to avoid confusion or delay. It is important to adapt the way we communicate, because different audiences require different communication styles, that way you have a better chance of being understood e.g in the way you would communicate with a child as to an adult. Communication is a two way process, it involves speaking, listening, hearing, understanding and replying.
According to Morrish (Charles, 2011) giving students a choice in how to behave fails because “if they don’t mind the consequences, they choose to behave discourteously and irresponsible.” (p. 84) Morrish defines discipline in this way, “Discipline is about developing and creating appropriate behaviors, not just managing the ones which are already there,” (2001 p. 10). Real Discipline three phases; (1) train students for compliance (2) directly teach students how to behave in a classroom and practice the skills needed for success, and (3) manage student choice, but only after they have demonstrated mastery of the required responsibilities in a classroom. This program is more rigid and controlling of students, but it appears easy to implement and certainly the effects can be easily measured. The teacher must directly teach students how they are to behave in a classroom setting and then practice it with them until mastery is achieved. There really is no punishment in this system,
This is the process operating when the tutor explains the assignment. • Depending on student's previous experiences and expectations, their perceptual filters will interfere with the message that they receive. • Both the tutor's verbal and non-verbal communication – in particular, aspects of paralanguage such as emphasis – will communicate which bits of the instructions are most important. Verbal communication varies in its accessibility for students, as they may have different levels of understanding of the instructions (especially if English is not their first language). Non-verbal language may support or contradict verbal messages.
It is the schools responsibility to be able to provide good enough teachers, who can prepare these students. In order to have a good education, there must be qualified teachers there to teach and prepare students effectively. Bauerlein questions schools curriculums and the way they are presenting “complex texts” (Bauerlein) to the students; “The more high school teachers place complex texts on the syllabus and concoct slow, deliberate reading exercises for students to complete, the more they will inculcate the habit” (Bauerlein). Students learn what their teachers tell them they have to learn, without knowing the effects the teachings will have on them whether good or bad. That is why schools providing qualified teachers are so important
Action research might guide us to try to become more aware of our own beliefs and how they frame the way we teach and think about teaching. It brings an appreciation of the existence of this frame, and rigour about surfacing our unconscious slants, skews and biases if we want to make real changes to our practice. Ruddock, quoted in Psychology for Language Teachers says: Not to examine one's practice is irresponsible; to regard teaching as an experiment and to monitor one's performance is a responsible