Figuring out what motivates students both individually or in groups is a very challenging task for teachers, especially with the problems encountered such as large classrooms, packed curriculum, and standardized assessments that force teachers to teach to the average student, as opposed to each student. However, a teacher cannot fully engage each student until he or she understands what motivates his or her students. This is a prerequisite for formulating child-centered activities for learning. The teacher can then customize his approach or differentiate his instruction to cater to the needs of individual students, instead of a one-size-fits-all approach. Children come from communities, therefore it is also important for teachers to know a little about students’ social, economic and cultural background, and how these influence student motivation in the classroom.
It refers to students who “has a significantly greater difficulty in learning....has a disability which prevents or hinders...making use of facilities...” (Department of Education website) It is the responsibility of the school to provide academic and social support and to make all school amenities available to SEN students. It must provide suitable staff and funding to meet the needs of each SEN student. The national policies on Health and Safety need to be followed. Amongst other things schools need to assess and manage risk, train staff, write school policies for trips at home and abroad including adventure
INTRODUCTION Interdisciplinary teaching has been defined as a method or set of methods used for teaching a unit across different curricular disciplines (Wikipedia, 2010). It involves a conscious effort to apply knowledge, principles and/or values to more than one academic discipline simultaneously. The disciplines may be related through a central theme, issue, problem, process or topic of experience (Jacobs, 1989). The organisational structure of interdisciplinary teaching is called a theme, thematic unit or simply unit, which is a framework of goals/outcomes that specify what students are expected to learn as a result of the experiences and lessons that are a part of the unit. Interdisciplinary Approach to Teaching Interdisciplinary teaching is often seen as a way to address some of the recurring problems in education such as fragmentation and isolated skill instruction.
In truth, there are three types of teachers: Informative, nonchalant and friendly. There are specific teachers for each students and it is the student's job to figure out which type of teacher is compatible with their way of learning. First off, an informative teacher is the type of teacher that gives students the most information and can be more intuitive as far as teaching. These types of teachers are, basically, for students who desire someone who is straight-forward and bestows facts as well as valuable details needed in order to pass the class. For example, if a student is in this specific teacher's class, he or she will be bombarded with material the teacher presents.
ETH306W: Assignment 02 Memorandum At top of first page students should write for which phase they are enrolled. This will guide you when reading their answers because they may apply some information to a specific school phase. In question 4 they have to do either 4.1 (ECD phase) or 4.2 (Intermediate and FET phases). The purpose of this assignment is to ascertain that you know and understand the theoretical content of this module. You have to acquaint yourself with new development in the field of Inclusive Education including intrinsic and extrinsic barriers to learning and development.
SOUTHERN CROSS UNIVERSITY PREPARING FOR SUCCESS PROGRAM For use with online submission of assignments Please complete all of the following details and then make this sheet the first page of each file of your assignment – do not send it as a separate document. Your assignments must be submitted as Microsoft Word, Excel or PowerPoint documents as specified in the Student Assessment Guidelines and assignment specifications in the relevant Unit Information Guide. If you wish to submit in any other file format please discuss this with your lecturer well before the assignment submission date. Student Name: | Marnie Toms | Student ID No. : | 22256335 | Unit Name: | Managing Your Study | Unit No: | EDU10445 | Tutor’s name: | Deb Armstrong | Assignment No.
1. CURRICULUM DEVELOPMENT ESSENTIAL COMPONENTS OF THE DESIGN PROCESS: • Situation Analysis This process is one of evaluation after the collection and interpretation of the information that may manipulate curriculum development. It may serve as a starting point for curriculum development and can identify the specific needs. The nature of needs may fluctuate and differ depending on the level on which development is being done. • Goals Goals are required to guide the education process regarding
While teaching as a substitute teacher I learned that students respond differently to the way things are presented. One of my job as their teacher was to continue to find another way to help them understand what I am teaching. I believe that there are numerous ways that a child can learn by, and I want to be able to encourage as much learning as possible from each child. I believe that using different methods of instruction is the most effective way to accurately determine what method will work best in my classroom. These methods can include group work, hands-on activities, and peer to peer activities.
I see it as techniques which we, as teachers apply to make the classrooms work. Lack of strategies to address the above issue, I believe, can lead to disruptive behaviour amongst students. I’m hoping that by undertaking a teaching degree it will provide me with great ideas in relation to classroom management. This concern is supported by recent research. “Given that beginning teachers continue to identify classroom management as a prominent concern and an area in which they seek more preparation (Meister & Melnick, 2003; Melnick &
Q Standard 25a, which needs to be achieved to achieve qualified teacher status, express that effective teachers are able to take a class of varying pupil abilities and produce work that is challenging and relevant yet still achievable for all (Professional Standards for Teachers, 2007:11). Kincaid observed if a teacher is the ‘primary source of information’ in a classroom and all students are ‘expected to do the same work at the same time’ inevitably teaching to the middle will occur (Kincaid 1991:51). Thus a prominent worry for teachers transpires ‘the able students will not be stretched while the less able students will most certainly be left behind’ (Kincaid 1991:51). As identified earlier differentiation of tasks in a classroom would offer the pupil flexibility to learn at their own personal level without being lost in the whirlwind of 29 other pupils. An investigation into differentiation will require an analysis of the term.