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Effective characteristics of a teacher
Principles of education and psychology
Effective characteristics of a teacher
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Instruction and research through mediation, which is my application in practice, utilizes every trick in the bag, much like an educator. The work of the educational psychologist is essentially that of a scientific investigator; in a word it is research. Day-to-day work, even individual cases, can be a form of research practice (Parker, 2013, p. 85). I am certain that it is beyond me to go as far as Cyril Burt, who lived for a time in one of Liverpool’s poorest districts, attempting to gain first-hand knowledge of families’ experiences. His first step was to try and know these people in their own social and family environments. He lodged first at a settlement in the slums; spent weekends as a guest in the homes of dock-laborers and once of a burglar; he even for a while got accepted as a member of a criminal gang in Soho. Burt recommends every educational psychologist to start by actually living among his cases and with their families (Parker, 2013, pp. 85, 86). Grandiose ideas or theories are not always so easily put …show more content…
Whether it be in a classroom or an office, what the individual brings to new learning situations is one of the most important elements in the learning process. Self-regulatory skills promote the ultimate goal of lifelong learning as well as continued research. As part of Vygotsky’s theory states, knowledge is constructed based on social interactions and experience and reflects the outside world as filtered through and shaped by culture, language, beliefs, relations with others, direct teaching, and modeling. The psychologist must never be content to look at nothing but the mind before him … To study a mind without knowing its milieu is to study fishes without seeing water (Parker, 2013, p. 86). As I bring my knowledge to others, I will be ready for others to bring their knowledge to
The practitioner-scholar learning model will allow me to use my cognitive skills to approach any problem that may arise throughout my studies and professional career. Together with my personal experience and expansion of knowledge in the Child and Adolescent Development field of psychology, I will be able to utilize my skills to my greatest ability as a
A contemporary of Piaget from the 1930’s, Lev Vygotsky ( a Russian psychologist and philosopher) was generally connected with the social constructivist theory. He underscores the impact of cultural and social settings in learning and supports a discovery model of learning. This kind of model places the educator in a dynamic role while the students' mental capacities naturally develop through multiple paths of discovery (Lev Vytgosky, n.d.).
I had the opportunity to interview with the school psychologists on our campus. She currently holds a master’s level degree in psychology and has worked for the district for 10 years now with 3 of those years at this location. Discussing what she does on a regular bases she explained how she reaches out to contacts within the community to help parents and children with unresolved issues to help them find answers. She creates activities that help to nurture a better lifestyle for these families. I discussed with her in length about these events and she described them as a social environment conducive to a higher quality in learning, social interaction and family lifestyle. The reason for planning these events in our campus is because of the lower demographics and the campus considered a special class of schools which are known as Title 1 which receives more aid than other campuses.
I observe people around me and try to as well understand their actions and why they react the way they do in certain situations. The more I realized that I like to help people with their problems, the more I realized that I was in the right field to help people understand their own life better. I don’t always have the answers but, I do what it takes to understand a situation more so that I am able to get the answers. I believe that my purpose is to help people understand their life a little better and speak great over their lives. I would mostly like to help children out so that I am able to help them understand their feelings. Children are usually more vulnerable than anyone else in the world. Becoming a practitioner scholar in this field means learning about different mental illness so that I am better prepared when I encounter different patients. I took and abnormal psychology class where we briefly went over each mental disorder but I would like to be able to go more in depth. During my time in this class we did several case studies, where I learned to diagnose different clients and give possible treatments. I would like to go beyond this method and learn more as I get more into clinical psychology. Also I would like to indulge more in
I can apply what I learn every second of every day to every facet of life, especially through the process of an argument, or working together to solve a solution to a problem in a business environment. Learning can come in many different forms, and I know that I can’t possibly know everything, but through mistakes and seeking out help from others either in an educational environment or the workplace, I will ultimately become better in what I am doing at that time. I know that what I have learned will assist me greatly in my internship, which resides in a government workplace. I see myself applying this fresh new knowledge everyday through the use of administrative reports, as well as documenting various forms of information. Knowledge is a fundamental part of the human capacity to adapt, and learn, and according to the Greek philosopher Aristotle, “The educated differ from the uneducated as much as the living from the dead” (Aristotle). Without knowledge and putting what you learned into action, there can be no development in what I do either in an educational environment or the workplace to effectively carry out the goals I have set out to achieve, therefore leading to a brighter
One exciting thing about being a teacher is how you get to decide what you want to bring into your classroom. You also have many roles as a teacher, and I am looking forward to having all of these roles. Piaget and Vygotsky are both very famous psychologist who studied cognitive development. They have different views and opinions on what educators should do. There are certain roles I believe teachers should play, and I plan to compare Piaget and Vygotsky’s theories to come up with five roles I believe are important.
Research conducted by the United States Department of Education (n.d.) shows that when all students are given the opportunity to learn together all students have the ability to form life-long social and cognitive skills that allow them to achieve within the educational
There are many different things that affect a students academics and process of learning. According to the social constructivist theory of Lev Vygotsky, students need interaction with others to have a more successful learning experience. Piaget thought a little differently and had the idea that students needed their individual experiences to make connections and understand content. Rather than interactions with people, individual connections could be made based on personal experiences. Students can learn so much by the things they experience and the stories they hear from others around them. It is an educator’s job to provide students with a learning environment that is comfortable and inviting for conversation, interaction, and experiences.
People learn through person-to-person interaction and then individually though internalization processes that lead to a deeper understanding. Vygotsky believed that social interaction help children construct knowledge. An effective learning environment should allow for child-to-child and adult-to-child interactions. The zone of proximal development describes the distance between the developmental levels reached by independent problem-solving under adult guidance of in collaboration with more capable peers. Dewey’s philosophy of education is the belief that knowledge results from experience. His philosophy of teaching and learning focuses on the continuous interaction between past experiences and current situating. Learning doesn’t occur in isolation, it is a continuous process, so each thing learned impacts the experiences that follow. Children tend to respond to learning opportunities based not only upon the structure and presentation, but also in relation to the child’s previous experiences with the topic. With this in mind a hands on environment that promotes positive social interactions and experience seems to be the best possible thing for children. While not everyone agrees with every part of the philosophy there is still a lot to be learned from this information. Most teachers adopt what they fits them or their classroom the best when it comes to implementing these theories in real life. This has opened the door to more research and even more learning about the educational processes of
...arning. Observers imitate the behaviors of the model, as the teacher pronounced each word, the learners imitate the model. The teacher demonstrates how to use strategies and other learning tools to accomplish student goals. Vicarious Reinforcement was observed during our observations. This process increased the chance of a repeated behavior by one observing another. Some students saw others participate in a positive program and exhibit positive results, which encouraged other students to participate in the learning setting. The observations focused on production in which learners needed practice, feedback and coaching to address social factors in learning. Social factors, like physical, social, mental, and emotional growth will help learners become aware of their own abilities and cause reinforcement by situations that can identify with learning environments.
Social Cognitive Theory proposes that actions, learning and functioning result from dynamic interaction of behavioural, personal and environmental influences. This theory, developed by Albert Bandura (1986), identifies the importance of vicarious learning, forethought, reflection, self-regulation, self-efficacy and symbolism, and can be considered as a bridge between cognitivist and behaviourist ideologies (Kaufman, David and Mann, 2007). As there are many facets to this theory I will consider Bandura’s views on observational learning for the basis of my discussion.
Constructing student knowledge in the lesson was accounted for in its progression, beginning with warm-up activities to ease students into the drama class mindset, introducing new knowledge, then giving students time to experiment and explore with that new knowledge before incorporating it into their final assessment task. After modeling correct expressive skill use to the students, the lesson plan has them breaking into their ensemble groups and rehearsing their chorus performance, integrating the new knowledge with their prior learning. This component of the lesson is very individually-driven learning; however, the teacher is still expected to aid each group in assimilating the new knowledge with prior knowledge and facilitate the scaffolding of all the information. Vygotsky’s social constructivism theory asserts that “teachers need to do more than just arrange the environment so that students can discover on their own. Students cannot and should not be expected to reinvent or rediscover knowledge already available…rather, they should be guided and assisted in their learning” (Woolfolk and Margetts, 98), hence why the teacher is still asked to give undivided assistance to each group throughout the rehearsal allotment. Students need to be instructed on how to combine their learnt skills in rehearsals, as teachers and
Similarly, the Onion article also explains the struggles of a teacher whose students write down everything she says without question, even if the information was strange or obscure. This is not learning. If Vygotsky’s theory of socio-cultural foundations of learning fits best in a classroom setting then questions need to be raised on that side of the argument. What does this theory say in response to the passive exchange of information from teacher to
... to interchange ideas and clarify doubts or issues I have. I have to contain myself for doing the most of the speaking in some of the classes, overcome laziness to analyze how well or bad an activity or class turned out and think of better ways to do things when they did not work as I thought they will . To conclude I am aware that the only responsible of my learning is me. “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.
The most influential theory of learning and advancement is probably the social learning theory recommended by Albert Bandura. This theory includes the self-efficacy theory, defined as how influences in lives are often viewed by many as their abilities to produce selected standards of performance. A person’s emotions, motivation, thinking and behaviour are controlled by self-efficacy beliefs. There are four main mechanisms including cognitive, emotion, motivation and person level are being produced in this theory. Self-efficacy theory then leads to the triadic reciprocal determinism (Bandura, 1994). It operates in a way that three factors influence each other which are: behaviour, personal factors including thoughts, feelings, opinions and others, and the environment (Bandura, 1989) where these three elements are interrelated. Human’s behaviour and thoughts would be influenced by the environment and vice versa (Cherry, 2015). For example, on the first day of school, a child who is shy (personal factors) would quietly (behavioural) sneak in a classroom filled with noisy students (environment) without anyone noticing. It is explained by Bandura (1977) that individuals act according