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Interaction with teacher
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Role of the teacher:
According to collective argumentation model by Brown and Renshaw (2000) the skills of representation, comparison, explanation, justification, agreement and validation are to be used in co-ordinating the phases of their interaction in small groups. The use of these strategies is realized in small group situations in which the teacher first guides the students in sharing their personal views on interpretation of the problem or task in question. This is followed by comparing, explaining and justifying various perspectives in small groups, by establishing a joint agreement, and then by presenting the group’s joint representation to the whole class for validation. The teacher’s participation in the interactions of the small groups includes allocating management of the problem-solving process to the group, reminding the students about the norms of participation, supporting the development of conjectures and refutations, modeling ways of constructing arguments and the use of appropriate domain-specific language, encouraging the class to engage in the evaluation of co-constructed arguments or perspectives, and providing strategies for dealing with interpersonal conflicts.
Wells (1999) narrated that no classroom interaction takes place in a vacuum. Rather, it is embedded in the socio-cultural context of an activity, shaped by its practices and participants -both the teacher and students- across time. In teacher-student interaction, it is often the teacher who controls the content on interaction and the distribution of speaking turns. The nature of teacher’s facilitation of classroom interaction demonstrates that the interpretative authority of ideas and solutions was distributed in the classroom. Here, all members ...
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...s their co-operation; shares the control and responsibilities; encourages the pupils’ ideas and initiatives.
Under integrative teachers the pupils make great contributions to the lesson; show great appreciation of others; are more friendly and co-operative; are less inattentive, aggressive and resistant to instruction. Moreover, researchers said that it is the pupil who adapt to the teacher rather than vice versa. The teachers remain consistence in their teaching style even with different classes of children. But the pupils change their behavior as a function of the teaching style. When pupils move from an integrative to dominative teacher (or vice versa) marked changes in their behavior occur. It is the teacher, then, who is the principal creator of the climate that prevails in the classroom; the pupils’ responses are largely determined by the teacher’s behavior.
A substantial literature delivers indications that sturdy as well as positive relationships among teachers and pupils are essential to the vigorous growth of each and every learner in primary schools. An optimistic teacher-pupil relationship is a critical aspect for pupils’ knowledge as it permits the learner to acquire in surroundings where they feel greeted as well as at comfort. It is said that the teacher–pupil relationship predominantly in the early year settings is one of the most influential origins within the environment of a primary school. In addition to this it has been noticed that a key aspect influencing pupils’ growth, early school engagement as well as educational motivation, teacher–pupil interactions create the foundation of the social setting in which learning takes place. Consequently, the teacher is required to obligate with the skills to associate with their pupil on a level that they comprehends and agrees. This paper discusses the reason why it is important for the primary school teachers to establish positive teacher/pupil relationship as well as the ways in which this can be achieved is demonstrated.
Throughout my practice, I have found that this mix is essential in order for children to engage with lessons. Alexander (2004) suggests that dialogical teaching includes traditional types of talk such as rote, recitation and instruction/exposition. It should also include discussion and dialogue (Alexander, 2004). These types of talk can occur in different situations: whole class, group discussions and paired talked. Mercer (1996) carried out a research project concerning the quality of talk in the classroom. His findings supported ‘…the conclusion that talk between learners has been shown to be valuable for the construction of knowledge’ (Mercer, 1996: 362). He disputed that not all kinds of exchange are of educational value (Mercer, 1996: 362). This point validates the importance of teachers understanding what type of talk makes their teaching genuinely dialogic.
What is the Role of a Teaching Assistant? What does a Teaching Assistant (TA) do? there are many variations to this role, making this not a straight forward question to answer. There are class teaching assistants, Special Educational Needs (SEN) teaching assistants, specialist subject teaching assistants, Higher Level teaching assistants (HLTA’s) to name a few. The job role will differ from school to school as TA’s are present in schools from Early Years classrooms through to senior and upper schools, making the role of a TA an extremely diverse and varied one.
In Deborah Tannen’s “How Male and Female Students Use Language Differently”, her message is clear. There is a strong presence of debate style learning in the classroom and, while this approach is preferred by most men, it leaves most women at a disadvantage. Tannen determines that a change is necessary. She suggests “small-group interaction” instead of the current “monolithic classroom-participation structure”. Splitting the class into small groups for discussion, the teacher will improve the students’ learning experience.
In week 7 our seminar leader allocated us into smaller groups of six to work together, get together and to start preparing for the mock debate in week 9 and the debate in week 10. When we started to get alone with each other, it was seen that it is not going to be easy to achieve our goals, not just because in our group had a strong activist, reflector, theorist and pragmatist, but we also needed to face some solvable difficulties as our first meeting of the week was cancelled by problem like the lack of communication, miscommunication and the ability to listen to another.
Being a role model is something that a teacher does on a regular basis- in and outside of the classroom. Through the use of modeling, a teacher can appropriately demonstrate strategies that students can use to enhance not only academic learning, but also social and behavioral learning. Boulton-Lewis (2011) in the article, “Moral and Social Development: Teachers’ Knowledge of Children’s Learning and Teaching Strategies in the Early Years” discusses how teaching can range anywhere from teacher centered to student centered and from “transmitting information to facilitating student construction of knowledge.” The article outlines how a constructivist approach is one of the best ways for students to create their own understanding of information through teacher modeling. In this context, a constructivist approach focuses on teaching in a way in which the teacher and student “negotiate” learning strategies by taking into consideration the students’ abilities. Similarly, Maynes (2011) article, “Modeling in the Classroom: What Approaches are Effective to Improve Student’s Writing?” there are 11 instructional strategies described that teachers should take into consideration when teaching writing in the classroom and are based on a constant need for constructive teaching.
Teachers are one of the most important aspects of a school. While children are at the school, teachers are required to not only teach the course material but guide in the development of their students. Throughout the course and its corresponding class, education 200, we have discussed many different styles of teaching to a variety of different learners. Through the exploration of many theorists, different case studies, and class discussion, I have learned many aspects that will benefit me in my future teaching.
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
Together with the teacher and classmates, students are given the opportunity to speculate and question the world around them and the world awaiting them. Within small peer groups, for instance, students are encouraged to discuss, share, and compromise. The teacher is there to encourage this process, rather than to provide prescribed solutions. Similarly, the learning environment is collaborative and democratic, giving opportunities for all to speak their minds and receive feedback from peers as well as the teacher. This continuous loop of feedback, potentially positive or negative, serves as the means of assessment for problem-solving based instruction.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
What is the role of the teacher, and what steps will you take to ensure that you are fulfilling this role?
To become an affective teacher, I would began managing my class from the beginning of the school year by providing rules to the class that they must follow. When I give rules, students tend follow them every day, and count them as a usual duties they must do every day in my classroom. Rules build buildings build a city, a community, a country, therefore rules can build my class the way I want it to be built and raised. There will be punishments and there will be awarding to those who listen and to those who don’t, everything is managed. But, I see management differ from grade level to another, because, for example, the punishment for a kindergartner will differ from the punishment to an eighth grader. Also the class rules will differ as well from a low grade level to a higher grade level. The rules will be less strict and less worry for low grade level students, because they are little kids still they don’t understand very quickly. Therefore, low grade level teachers, I believe must have more patience than the high level grade teachers. The second most effective step to take in a classroom after making sure the class is managed carefully, is to become with great instructional methods. Some excellent instructional methods are the great and effective teacher lectures that are mostly used in the classroom, group and class discussions where each student expresses his or her thoughts and ideas, and some types of home or classwork like textbook assignments and reading assignments in
The role and responsibilities of a teacher is very complex. Teachers are responsible for making sure their learners acquire the knowledge they need, but also achieve their qualification by the end of the course in a safe learning environment, so they have the skills and experience they need to start their careers. To achieve that goal a teacher must be creative, professional, flexible and knowledgeable enough to deal with daily challenges and find different ways to help their learners needs. Establishing a safe and stimulating environment for learners, creating mutual respect and set goals that stretch and challenge learners of all backgrounds and abilities.
Rousmaniere, T. G., & Ellis, M. V. (2013). Developing the Construct and Measure of Collaborative Clinical Supervision: The Supervisee’s Perspective. Training And Education In Professional Psychology, 7(4), doi:10.1037/a0033796