In the long run, I feel that due to every classroom discussion and case study I have learned many things that will guide my future teaching. Overall, each aspect of teaching I have learned throughout this course will prepare me and aid me in becoming a better teacher. Teachers are a crucial factor to a child’s day at school. I have learned a array of different styles and techniques to teach students with disabilities, language difficulties, races, and ethnicities. This class along with education 200 has taught me many styles of teaching along with the growth and development of children, which will be needed in my future teaching.
Have you ever though what is the relationship of term “literacy” in your life? Within today’s teaching practices literacy has come to be a major part of the course curriculum when teaching early years. It has numerous definitions and meanings to individual people as it continues to be developed through our rapidly changing world. My understanding of literacy “has to do with having the skills and knowledge to create, locate, analyze, comprehend and use a variety of written, visual, aural and multi-model texts for a range of purposes, audiences and contexts.” Literacy is far more than reading and writing, it also involves critical thinking where it tests someone’s understanding of a balanced literacy program which in turn addresses the issues that promotes active and critical learners. Literacy involves important underlying principles.
At the beginning of this course I set three SMART goals including implementing research-based practices, differentiating the content, process and assessments, and incorporating visual materials to support academically diverse learners in my classroom. Throughout this course, I have been working towards meeting these goals to better serve the academically diverse learners in my classroom. I was able to accomplish all of the goals I had set in this course. My first goal, implementing research-based practices to meet the needs of academically diverse learners was a challenging goal. I focused on implementing cooperative learning, accessing prior knowledge, native language support, and scaffolding lessons.
We can do this through professional development activities as well as individual and practical reading support for educators. Research has shown that teaching quality is one of the most important factors in raising student achievement. For teachers and school and district leaders to be as effective as possible, they continually expand their knowledge and skills to implement the best educational practices. Effective professional learning is grounded in research related to adult learning and organizational change as well as research on reading acquisition, development, assessment, and instruction (IRA Standards, 2010). Creating and maintaining professional learning has many implications and applications for reading professionals.
Children can and should learn how to read in a variety of different ways and methods. I love how Taffe et al. (2012) stated that “a truly differentiated classroom is one in which learners are understood to be constantly growing and changing as they participate in various literacy activities” (pp. 305). That is just so true!
Teacher Development There are many programs in education that focus on providing different teaching approaches that are intended to lead to greater student achievement and teacher success. In addition, teachers have to increase their knowledge and professional growth by taking classes on-line, communicating with other professionals and attending workshops in schools or universities. There are many goals that I have accomplished in this program and I can assure that I have acquired positive results from every single goal. The outcome of each goal made me reflect on what I need to change as an educator and as a coach. For this reason, I still need to acquire more knowledge to foster my teacher development related to the area of specialization, take additional on-line classes to enhance my professional growth and support social change in my
As a result, our individualized education plans (IEPs) are very precise, lengthy, and litigious-minded. There is a strong emphasis on higher level critical thinking at all grade levels. Curriculum is written by a select few teachers and administrators. There has been a shift from standard textbooks to a hand-picked committee-derived curriculum in the format of binders with materials that are emailed in chapters to teachers for reading, writing and social studies. In special education however, we use alternative math and reading programs that are scripted.
Therefore, sharing stories that every learner can identify with could be a powerful educational tool that may have a very suitable place in communication courses that are offered in the university. For example, teachers of education courses can use narratives to enhance the learning experience and at the same time uphold cohesiveness in the classroom. Moreover, the technique can be used in enabling students acquire development skills needed for them to attain leadership positions. For a long time now, written narrative has been used for language and moral development. But recently, it has been revived by performance practices where teachers devise means of adopting narratives in order to enhance learning.
Introduction Teaching is a profession with an expanding array of principles, methods and approaches that can provide insights into better helping learners (Mai, Ngoc, & Tuan, 2013). Good teachers seek to develop teaching methods from appropriate research (Richards & Renandya, 2002) into planned lessons that are divided into smaller, achievable tasks with set objectives. Examples of this include task-based language teaching and attempts to apply cognitive brain research to teaching in efforts to make improvements in teaching, learning, motivation, memory, and other related factors ( Brown, 1994b; Richards & Renandya, 2002). Both Krashen (1982) and Brown (1994a) presented teaching principles that have stood the tests of time. Principles equip “enlightened” teachers to incorporate any number of possible methodological, or pedagogical options (Brown, 1994a), in classes tailored to fit particular contexts.
Also, the results stated that understanding the nature and variation in a classroom experience is vital as education is continuing to advance. Along with the experiments that were completed, surveys of teachers were conducted as well. These surveys determined that teacher characteristics such as credentials, education, and