Richards and Farrell (2011:Chapter 9) propose a series of steps to develop the ability “to make [my] learners the focus of [my] teaching.” Although I am aware of the importance of keeping my students at the core of my planning — meaning that I have little problem identifying learners’ needs, goals, participation styles and even cognitive styles — I sometimes fail to involve “[my] students in developing or choosing the content of lessons.” (2011:127). As I stated in my previous professional development assignment, part of my belief system as a teacher is to allow students develop their own inquiry, as “the ability to think about language is often associated with an increased ability to learn a language.” (Selinker and Grass 2008:239) However, how this works in a language class has required more research on my part. Woodward (2001:111–12) also claims that there are six things (provision of motivating tasks, interesting materials, guide questions, time and space, answering questions from learners, and encouragement for observation) that we teachers need to do if we are to understand how our students learn. Therefore, by comparing my teaching approach with this list, I have realised that there are still elements missing in my classroom
For a longer paper, just add paragraphs to the body. My question is, once we get beyond the theme where do we go? I have used the theme as a crutch- an excuse not to do any real thinking or contemplation on a subject. I just puke back what the instructor has already told me in an attractive, organized manner. This method is easier for a teacher to grade but I don't think it contributes to the understanding of everyone involved.
Students can not depend on information they receive from an uneducated adult. Finally, teachers must teach for understanding. They should not expect students to memorize information. Memorizing information does not help students learn. There are a few authors whom also agree with the above beliefs.
I was also interested to find that even textbooks are not that resourceful when it comes to discussing the basic principles of linear measurement. When I am able to teach students linear measurement one concept that I am going to focus on conceptual concepts and going over why we measure the way we do. By this I mean teaching them why we do not overlap, or leave gaps, and why we use equal sized units instead of just covering and not allowing the students to have a deeper
Abstract School psychologists have many legal and ethical obligations to students and there parents. When conducting counseling sessions and other therapeutic interventions in schools there may be some concerns with confidentiality and privacy for the student. Before conducting and providing treatment services, they must inform the parents or legal guardians of the child to approve of the services planned by the school psychologists. When working with children explaining to them their rights and then explaining to them their lack of rights if their parents want information can be very difficult. What is fortunate is that most families will respect their privacy of their children and not question the school psychologists were there is a small percentage of parents who may.
The teaching style will not only be beneficial for students who have a learning disability, but encourage parents and educators to strive for better learning resources on schools. A learning disability prevents a child from processing basic information that gives her /him the ability to understand language. In other words, the learning disability may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations. The inability to not be able to make connections at a cognitive level can interfere with the child’s memory. The information will perceive as a problem, and not a learning tool.
The first thing a person can do to improve their study habits is take better notes. When taking notes you do not have to write down every word the teacher says, if you do that you’re not going to know what's important and what's not important. If you do that you’re going to be studying things that’s not important and that could confuse you and make studying really boring. Write down only the things that you think are important. You can even read ahead in a book and highlight what you think is good information to know.
The behaviorist theory has many ideas that I will use in my class, because I believe that children with disabilities do better when the material is modeled, when they are prompted from least to greatest, and when they are reinforced. It is also crucial to understand the thinking behind their behaviors and the meaningful use, which is where the cognitive theory comes in. It is important that reading is developed through meaningful use (Alexander & Fox, 2008). If I cannot meaningfully apply the process of reading to my students’ lives then most likely they will not be motivated to participate in my teaching. It will be harder for them to learn how to read if they are not motivated and cannot meaningfully relate to it.
The filter goes up when the learner feels unmotivated or does not have the confidence needed and it goes down if the learner does not feel anxious and is motivated to become a member of the group (Du, 2009, p. 162). What we need is to find ways to use the ideas of Krashen’s hypothesis to help English language learners acquire their new language. As educators, it is necessary to get to know your students and figure out what motivates them to learn. Students may not be motivated to learn due to lack of interest or confidence in their abilities. Sometimes the teacher’s attitude can affect how a student learns and educators have to be aware of how their attitudes might hinder a student's chances of learning a new language.
Can teacher training be of any assistance? Will there be another document that explains the strategies of how to enforce the principles of the redesign? I understand that this is the hope, but it may not be the reality. I feel that since my perception was swayed, I am back to asking the question, “What should proper education look like in gifted programs, and how effective are the practices we have now?” This post really made me feel that there is no much more to be explored with this question, and that perhaps I settled for a bit less in my response in the second post. I am hoping that the section two articles and topics will allow me to look into my questions a bit further.