1.Factors That Should Be Considered To Determine How Serious

Scaffolding for this student would include activities to develop the technical vocabulary necessary to understand the reading materials, or having the teacher provide reading materials appropriate to the child’s reading level. Additional instruction may be needed in reading skills, to support the student in a reading activity. The zone of proximal development explains the need for student and task to match, making the task of learning attainable (p87). Teaching to one zone of proximal development is likely to leave some students frustrated and confused, while others can coast through the lesson (p88). It is not so important for the teacher to know exactly what the student’s status is, rather to be aware when the students are becoming frustrated, and are in need of more practice, or when the task is just right for the individual (p89).

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

7. Lack of learning motivation and low levels of attention: It may cause problems if one or more of class have a short attention span and/or lack of motivation to learn. Help to prevent this by make lessons interesting & relevant; increase student involvement & interaction. Include multiple sources of learning - multi-sensory, practicals, field trips, hands on, project work, activities.

Numerous issues can affect how well a student does in school. Specific things out of their

"More than 10% of normal children in primary schools have learning difficulties to some extent" (Holle, 1976). Teachers should try to find the problem the student is having and find them the help they need by consulting with parents or counselors.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

Teachers take on the role of learner as well as instructor and are there to guide the discussion towards learning objectives without just forcing their point of view on students. Another very important part from Vygotsky’s work is the concept of a student’s zone of proximal development (ZPD). Vygotsky (as cited by Eggen & Kauchak, 2011) described it as “the distance between the actual development level…and the level of potential development…under adult guidance…or more capable peers” Once a student is within their ZPD, they can vastly benefit from ‘scaffolding’, this is assistance from either the teacher or from peers in a collaborative group to achieve a level that they would be unable to do independently (Eggen & Kauchak, 2011). This scaffolding can take many forms, using prompts and cues, asking pertinent questions, the most important point is not to do the work for the student but to guide in the right direction.

Vygotsky’s concepts of zone of proximal development and the more knowledgeable other person has led to the idea of scaffolding. Scaffolding, which encompasses both ZPD and MKO, is seen in almost all classrooms in today’s society. Scaffolding is a temporary support mechanism that aids students when they need it and then relinquishes control when the assistance is no longer needed. According to Lipscomb, Swanson and West (2004), scaffolding is used in classrooms by the “development of instructional plans to lead the students from what they already know to a deep understanding of new material,” and “execution of the plans, wherein the instructor provides support to the students at every step of the learning process.” Scaffolding encompasses the role of the teacher. The teacher acts as the most knowledgeable other to the student and then assesses the current knowledge of the students. The teacher decides which knowledge level the students should be performing at, and that gap between current knowledge and abilities and their potential is the zone of proximal development. In order for

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

1. Family problem – family issues affect students performance in school as students are not cognitively developed but psychologically,emotionally, or affectionately developed too therefore if they are in a bad state or when family issues such as child abuse,sibling rivalry and many more are burdened on students there is the possibility for the student to flop especially in a case where the student is an excellent child.

Education has long been the center of reform with new ideas about learning and teaching. Educators are regularly introduced to new teaching strategies, curricula and rigorous standards in an effort to provide effective instruction to students. However, the pursuit of proficiency in mathematics and reading through the use of research-based methods requires an understanding of the learning models and theories that both drive instruction and learning in the classroom. In this paper I will address the evolution of ideas about learning and teaching in education as well as address the shifts in learning in the 21st century.

In addition to both teacher and student experiencing low levels of motivation, little to no attention is paid to the

is currently having difficulties with learning and behavior. frequently is out of his throughout the day, and answers aloud before being called on to give the answers and struggles to follow directions. also has learning difficulties in reading decoding and reading comprehension.

In this stage some activities that teachers implement are group work activities where student can interact with one another including the teacher in developing a written text using formal academic literature from being shown before when modeling the genre. Also known as macro scaffolding when the teacher plans out goals for the classroom based on the students’ prior knowledge and newfound information (Hammond & Gibbons 2005, pg 12). This stage is an important stage as students are working together and developing their knowledge together. This is also known as ZOP (zone of proximal development). According to Vygotsky’s theory citied in Salmon (2008 pg 457) it is the student levels level of understanding and where their potential of understanding can be through times of social interaction and the task being set. So in context of joint construction stage when students work together and with the teacher scaffolding their writing they are building upon their own knowledge and knowledge they have learnt from the field to contribute to the topic (Kozulin 2003). This is also influenced in the other stages of the learning cycle. Another strategy in scaffolding is interactional scaffolding where the teacher can prompt students to think, which then leads to them working together in building the field and contributing effectively during joint construction. For e.g. if the task set was writing a report the teacher can