The introduction of policies and legislations in regards to inclusion within the classroom demands teachers to reassess their learning environments in order to cater to the diverse range of students within our classrooms. As a teacher it is our responsibility to set up our learning environment to maximise student learning and teaching providing varying strategies to cater to our students’ differences. As educators I believe it is important to create a learning climate within and surrounding your classroom. An environment where students feel their opinions are considered and valued (Chapman & King, 2005). By creating an open, caring environment students are more likely to take risks, and to develop the understanding that it is ok to fail and try again.
The development of learning skills is needed to succeed in school. Independent learning is frequently related with other approaches to learning such as student-centered learning. The gradual release of responsibility strategy is a successful way for moving classroom instruction from teacher-centered to student-centered collaboration and independent practice. While students have full responsibility for outcome, teachers provide feedback, evaluate, and determine level of understanding. Teacher must reflect how well students evaluate, assess, and modify plans to complete tasks and meet goals; accepts responsibility for own behaviour; follow classroom instructions without supervision.
“The link between past experiences, student interest, and present learning is that we draw upon previous experiences and memories as we learn” (Slavin, 2006). It is the teachers responsibility to consider the past experiences of the student as well as interests in order ot make a lesson more appealing, engaging and interesting. By knowing the students background a teacher can better motivate and engage the student in new information. The students past experiences can help when building new concepts on top of foundational concepts. Students will learn more efficiently and smoothly if they have concepts to build upon instead of introducing unsystematic bits of information that become hard to connect and up confusing the student.
It is my role to get to the root of inappropriate behaviours and prevent future reoccurrences, done through the use of long term strategies such as early and ongoing interventions. I see the ability for students to self-regulate and be able to have self-management as a key importance in classroom management. My role as a teacher is to assist students to my best means, allowing students to receive appropriate help. Having a philosophy allows for a further understanding and builds upon pedagogical elements, to overall create an effective teacher. Teachers also need to be able to manage a classroom, through things such as seating plans and proactive ways to manage all learners in a physical envir... ... middle of paper ... ...eement.
Concerning these, Bloxham and Boyd (2007) argued that “for assessment to function in a formative way that supports students’ future learning, the findings have to adjust teaching”. For the case of practice learning, it helps mentors to get a clearer view of where learners are experiencing difficulties and they can adjust their support and guidance provided to the learners. This is supported by Black and William (1998) who suggested that assessment becomes ‘formative’ when the evidence is actually used to adapt the teaching to meet the needs of students or by the students themselves to change the way they work at their own learning. Formative assessment seeks to present learners with explicit goals or outcomes of instruction, to help them assess their current position in relation to these goals, and to equip them with the tools to bridge the gap between the two. Thus, effective formative assessment must help students answer the following questions: 1.
I believe that it is important to students to teach them how to learn such as test taking skills to reinforce success, not failure. I think we as teachers should make it relevant and give them the knowledge that will help them survive and thrive in the world outside of the education setting. I believe that teachers should work with others and integrate the curriculum across the domains. Students must have access to the use of technology, as this is the world the lay before them. Let students teach students, they love to be in charge even if it just for a little while.
The literature suggests that if teachers are able to cope with the added time pressures that come with engaging in extracurricular activity there can be positives for the relationship that is being built with students. Similarly if they do not, it can have negative connotations for the teacher to student educational relationship and the students’ learning (Eccles, Barber, Stone & Hunt, 2003; Saiiari et al, 2011; Whitely & Richard,
The classroom should entail structure, a sense of community, establish routines and procedures, and adequate resources. Some influential resources are classroom libraries, peer tutors, and basic technology. In addition, teachers need to recognize, research, and appropriately address any non-desired behavior. Teachers do have the power to make a difference in a student behavior. Lastly fluency, accuracy, and even error corrections should correlate to the objective of the lessons.
In order to successfully satisfy the needs of students, it is better for the policymakers to put themselves into students' shoes to measure the achievement of teaching by evaluating the students' passion and progress in the teaching process rather than only test scores or teacher evaluations. In brief, refining the current assessment system to measure the efficiency in teaching is the most important factor in curriculum reform movements. The Problem When it comes to the topic of curriculum reform, most of us will readily agree that we need to improve the quality of our teachers or to develop better education standards (Alters, 2012). Where this agreement usually ends, however, is on the question of how curriculum reform satisfies the students’ needs in learning. Whereas some are convinced to rely on standardized test scores to determine the efficiency in public education, Linda Darling-Hammond (2011), an American educator, maintains that these assessments do not benefit the students’ academic performance; and school education should focus on providing quality education to the children.
This type of learning means that they have the control over their own ability to learn and adds a sense of applying their knowledge in real life situation. Whilst covering facts and resourced information, the article explains ways to implement these teaching methods and specify them to different student’s abilities. This article show... ... middle of paper ... ...act this. Studies have shown that self-control and positive behaviour can be contagious within a classroom (Lehrer, 2010), in which the same aspect can be seen with negativity. This book focuses on good teaching and ways that a teacher can turn a student’s thoughts of feeling negative about schooling to positive by discussing ways in which the teacher can approach these situations whilst taking in mind the physiological and psychological changes that students go through.