A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.
A supportive learning environment should be purposeful and task orientated, where the tutor emphasises the need to progress steadily. This can be done by starting lessons promptly, creating a smooth flow to the lesson, involving pupils and monitoring their progression and organisation. A positive effort should be made to ensure pupils have or build on self-respect and esteem by setting realistic opportunities for success and helpful support and encouragement whenever difficulties arise.
Guidance, coaching or mentoring discussions where-upon everyone is involved in the discussion, also to split into groups and form mini groups within the core discussion. By encouraging open forums and encouraging listening skillsthis will
range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly
How teachers aid pupils in actively participating in their own learning, is discussed by David Nichol in terms of students becoming self-regulated learners. If the CFE encourages the development of such learners then 'we assume to the degree in which students can in fact regulate aspects of their thinking and learning during the learning process ' (Nicol and Macfarlane‐Dick, 2006). Therefore, teachers must monitor the orientation of learning goals, and the
Therefore I ensured that both pupils were respected by treating them equally despite their difference in abilities and talking to them in exactly the same manner and tone. I did however ensure that I changed my questions to ones that both pupils would understand and that were at the appropriate level for the pupil’s individual ability. This meant that both pupils had a positive interaction with me and that I achieved what I set out to which was to help each pupil gain ideas and to gain an understanding of pupils own ideas and thoughts for their leaflet.
Learners are increasingly being encouraged to take responsibility for their own learning, extending both to
At the first stage my group was getting to know each other and coming to a decision on what topic we were going to discuss which was, one of the group members on placement. The second stage was when we all had different opinions about being able to have a one to one with a toddler and we was expressing our opinions such as I thought it was possible to have a one to one, it may not be as successful as talking to an older child but the child would still acknowledge the question asked and show some sort of reaction like smiling, grunting answering yes or no. At the third stage we all listened and valued each other’s opinions and points about having a one to one with a toddler. Finally at performing stage we all came to an agreement on how we agree that one of the group members will be able to have a one to one communication with a child at the age of three.
Albury Wodonga Aboriginal Health Services or AWAHS is one of many indigenous health services available in this community they provide many different services to the indigenous population of Albury-Wodonga and work collectively with other organisations around the area to provide a broad range of services.
This discussion then forms a mutually agreed individual learning goal that will enable them to achieve the required outcome. This then allows SMARTER objectives to be set.
5. Roles and responsibilities 6.The match 7.Orientation session 8. The engagement 9. Coaching session 10.Goal setting 11 .Action planning 12. Active learning 13. Progress review 14.Reporting.
In the article Aims, Goals and Objectives, Nel Noddings states that “Aims are used not only to derive goals and objectives but also to evaluate them.” (Noddings, Aims, Goals and Objectives, 2007). She also believes that educational aims should be directed towards making the lives of everyone full and satisfying as opposed to changing all people into members of the educational elite (Noddings, Aims, Goals and Objectives, 2007). Reflecting on these points has brought up a facet of the aims argument that I had not previously considered and has helped me identify areas for improvement in my teaching career. In the paragraphs that follow, I will first provide a summary of the article that details the author’s main ideas and key points and then I
It is important for my students to understand and value learning goals in the classroom. At the start of every chapter students will be supplied an outline of what they are going to encounter in the upcoming weeks.