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Relevance of educational leadership in education
Summary of literature review:classroom management strategies
Summary of literature review:classroom management strategies
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Teachers have varying practices and methods, which they use to get across to their classes. Some of these strategies are more effective than others depending on where you are implementing them. Brainstorming, debates, discussion and group work are all examples of teaching strategies. There are, however factors or elements that are deemed to be the core aspect of a teacher. Theses aspects make them effective and capable at their job. A teacher needs to be able to identify and address the nature of learners and learning. As well as having their own personal understanding of pedagogy and how to put it into practice, an example of pedagogy is “Walk with them… work with them, alongside them” (Smith, 2012). Another important factor is to have a personal philosophy that will guide them through their teaching process, my personal philosophy as an example, is that I believe that children develop understanding by building on pre-existing knowledge and that they misbehave based on a number of influential factors that are not inherent in their nature. 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...
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...eement. (n.d.). Federal Finance Relations. Retrieved April 27, 2014, from http://www.federalfinancialrelations.gov.au/content/npa/education/national-agreement.pdf
New South Wales Government Charter for Equity in Education and Training. (2008). NSW Department of Education and Training. Retrieved April 27, 2014, from http://www.det.nsw
Schools and Educations. (n.d.). Working Towards a National Curriculum. Retrieved April 27, 2014, from https://www.coag.gov.au/schools_and_education#Working%20Towards%20a%20National%20Curriculum
Shulman, L. (1991). Ways of seeing, ways of knowing: ways of teaching, ways of learning about teaching. Journal of Curriculum Studies, 23(5), 393-395. Retrieved April 27, 2014, from http://www.tandfonline.com/doi/abs/
Smith, M. (2012, January 1). What is pedagogy? infed. Retrieved April 11, 2014, from http://infed.org/mobi/what-is-pedagogy/
Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Qualification and Curriculum Authority and Department for Education and Employment (2000) Investing in Our Future: Curriculum Guidance for the Foundation Stage. London: QCE/DfEE
Through the development of Inclusive Education it is possible that children grow up to be more accepting of differences, where once the notion of something “different” and “separate” could cause caution, fear and ridicule. There are multiple policies and processes present within our society supporting inclusivity and the right every child regardless of their special needs or difficult circumstances has to an education. The Salamanca Statement developed world wide in 1994 states every child’s right to an education. In support of this policy the Commonwealth Disability Discrimination Act (1992) sets disability standards in our education system and the Melbourne Declaration (2008) further attempts to promote equity and excellence within our schools.
Zenger, Weldon F. & Zenger, Sharon K. (1999). Schools and curricula for the 21st century: Predictions, visions and anticipations. NASSP Bulletin: Vol. 83 (pp. 49-60).
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
In modern democratic society school curriculum has become a prioritised concern for many citizens. It is a key factor in the shaping of future generations and the development of society. Decades have lapsed and numerous attempts have been made to produce a national curriculum for Australia. In 2008 it was announced that the Rudd government in collaboration with State and Territories would produce a plan to move towards a national curriculum (Brady & Kennedy, 2010). To date this has been realised in the deliverance of the Australian Curriculum v1.2 which will be examined in this paper.
Cohen, L. Manion, L. Morrison, K. and Wyse, D (2010) A guide to teaching practice. London: Routledge.
Shulman, L.S. (1986) Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), p.4-14.
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.
Education is an ever-changing part of society. A classroom teacher is faced with new challenges and obstacles that have never been dealt with before. Students come to the classroom with different life stories. Every student has strengths and weaknesses that surface in the classroom environment. Teachers must understand and focus on utilizing each student's strengths and work to improve weaknesses. Students learn in a variety of ways. The classroom must be a safe zone that appreciates student's viewpoints and allows room for mistakes. When topics in the classroom are related to "real-life" experiences, the information is more likely to be retained. Students learn from one another. The ideas and perspectives that each student brings to the classroom can bring insight into what is being learned. Students have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When students are encouraged to explore, they begin the process of becoming lifelong learners.
As I reflect on my experiences observing in three different classrooms over the last three months, I cannot express how much I have learned by being in the classroom. I began the Master of Science in Education last fall and previous to the practicum experience I had taken 8 classes. I read books, listened to the experiences of my classmates and instructors, reflected on my own education, and tried to imagine how this information was going to prepare me to face a classroom of elementary school students. While I learned theories and skills that should be known by any educator, these classes could not teach me what I most desired to know: what tangible steps could I take to correctly implement all of the correct ways of teaching.
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.
Warner, D. (2006). Creating a perspective for schooling in the knowledge era. Camberwell, Victoria: Acer Press.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
Pike, B., & Bradley, F. (1997). The philosophy of teaching: Developing a statement that thrives in the classroom. Clearing House, 70(3), 125. Retrieved October 6, 2011 from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9703092460&site=ehost-live&scope=site