* A teacher has to recognise the differences and also the reality that all students do not learn in the same way. Teaching a diverse group of students needs monitoring student progress, and responding to student input. The cultural backgrounds, interpersonal relationships, sociability and expectations of every learner have
Name: Hector Canta Unit 7 Manage learning and development in groups Level 4 Assignment 3 7 Understand the principles and practices of managing learning development in groups In order to explain what the principles and practices are I will explain these 2 separately. So what are the principles in managing learning development in groups? Principles Right Preparation - It may be basic to mention but, as a teacher I need to prepare my student’s interpersonal skills, in other words how they relate to one another, can they advice one another?, how they communicate. I also have to clearly explain what the task is and ask them to set rules that help will them to work in a safe environment. Inclusive System – The way the the task is designed should consider diversity within the group so that it does not pose a problem to anyone.
In order to successfully maintain proper order in the classroom, we must engulf a vast amount of actions, such as classroom climate, parental involvement, environment, student expectations, rewards and consequences, classroom procedures, and student motivation. My general belief about managing the behavior of children/youth in the classroom is that no child is totally the blame, and therefore disciplinary practices should mirror the school and classroom policies implemented by the teacher. Also, parental involvement in the disciplinary process is a must. In the pursuit of proper classroom management and to avoid misbehavior; appropriate curriculum and teaching strategies must be considered. In this we must consider class size, composition, planning time, cultural and linguistic barriers, and access to equipment, materials and other needed resources.
It will also the discuss the problems and challenges that may arise when teaching the foundation subjects at key stage one level and how to overcome these barriers. Effective teaching of the curriculum involves meeting the needs of all learners and differing learning styles. John Wilson (2000) argues in his text ‘Key Issues in Education and Teaching’ that personal subject knowledge must be broad and in-depth in order for us to “cater for these different interests in different ways” (Wilson, 2000). He states that teachers are faced with the challenge of ensuring that they can visualise subjects from every angle of thought, in order to make them meaningful for all - “we have to make ‘subjects’ fit different interests” (Wilson, 2000). Practitioners cannot achieve this goal if their own subject knowledge is poor.
I would also have games and worksheets for them to practice with. b. Order irrelevance rule The way I would teach order irrelevance rule is once the student counts an object have them place a mark on the object. The way I would introduce this concept to the class as a whole. Then when the class goes back to their seats to work I will have a few students at a time sit with me and work on their papers.
(2008, p.153). These two statements make sense because if a student feel's excluded and their needs are not met, then they will most likely not be motivated which may inhibit their overall development. Ann Gravells says in her book that ‘differentiation is about using a range of different approaches and resources to meet the needs of individuals and groups.’(2011, p.63). This means that teachers should endeavour to meet learning needs and create an environment where all students can be included in the learning process. This would involve planning, examining teaching methods and styles, effective use of resources and also how we, assess the students and ourselves.
It is applicable to all areas of life, operating at all levels of human society (Parssarelli & Kolb, 2012). According to Wurdinger and Carlson (2010), ELT seeks to address the negative effects of teacher-centred education in which students disengage with the process of passive learning. They conclude that students become bored with listening to teachers, and are most engaging in their learning when active participation and expression of ideas is encouraged. ELT aims to facilitate students with the capabilities to deal with flexible life situations, rather than sole focus on learning academic knowledge. It is the author’s intention to firstly explain this
His experience working with difficult students led him to search for a plan to prevent problems from occurring in the first place. He believes that building relationships between the teacher and students is at the core of preventing future behavior problems. Discipline with Dignity is a management plan that allows the teacher and students to come up with a mutual contract for appropriate behavior and guidelines in the classroom. The plan also stipulates that the teacher and students should mutually decide on consequences for any breaches in their contract. The contract is known to all parties involved, including the principal and parents of the students.
Understanding and motivating pupils “They may forget what you said but they will never forget how you made them feel” This quote by Carol Buchner is illustrating the power that a teacher can have on children and their motivation whilst teaching them. In my assignment I will look at different ways of motivating pupils, but my focus will be on the teacher’s role in motivation. Motivating pupils to learn is an issue that all teachers face. If pupils are not motivated to learn then they will not be involved in the lesson and they are likely to cause class management problems. Motivation theories Motivation can be defined as a “drive which determines how an individual chooses to act” (Walker-Tileston, 2004).
Health and Safety and those of awarding bodies regarding standards of work or teaching (where there is no room for negotiation), ground rules can be created in a variety of ways i.e. getting a group of learners to identify areas for consultation/debate, and