Education and Learners Essay

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

Within all this, it is essential that the teacher establishes and maintains professional boundaries. These can be varied and quite different, depending on the context, the environment and the group or individual being taught, for example, a teacher teaching young children would have a different set of boundaries than a football coach coaching an adult football team. However, the teacher should always consider relevant legislation. This includes health and safety legislation such as the Health and Safety at Work Act, 1974; the Equality Act, 2010 and most relevant to the above example, child protection

Once the students have completed the lesson, they can use all of the skills out of the classroom and into their everyday life.

Once this knowledge has been gained, further knowledge is needed to suit their needs. What is their preferred learning style, is it part of a group or on a one to one basis. You will need to find out their strengths and weaknesses to get the most out of their abilities but also to work around and improve on different

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

Memorize the names of all your students within the first week of instruction. Use students’ names frequently.

I will try to engage students with a story to start the lesson, which will focus their learning (Moitra, 2014). For example, introducing the lesson on alcohols by recounting their use in our daily life and why they are used in those situations. This engagement allows connection to their lives, they start the class by realising what you are saying to them is important and you are worth listening to (Makodia, 2009). This needs to be told with enthusiasm and passion to show that what you are saying is exciting and fascinating. This will require a range of tone and pace to allow the students to feel like they are hearing an interesting story. Through using gestures and walking around the class I can engage all students by allowing them to follow

You should always work to and be aware of the boundaries of a teacher/trainer so that you know what is required of you, both when dealing with learners and with other professionals. It is important to maintain standards and keep within regulations of your establishment and the law. Teaching without discrimination, safeguarding learners, child protection, keeping learner information confidential as well as data protection, dressing appropriately and always acting professional; these are important boundaries of a teacher/trainer that should always be adhered to.

I want to be more than just a teacher who passes out curriculum. I aim to connect with my pupils and give them confidence and motivation to learn. To connect with pupils I use the first few minutes of each class to engage in casual conversation. I can learn a lot about my pupils in these few minutes every day and that helps me to better meet their needs. Once I've made myself approachable I hope that pupils will feel more open to telling me if they're struggling. It's also important to provide encouragement and positive

The fourth is to “replace lectures with set of questions” (Reinhart, 2000, p. 480). Asking questions instead of just doing a lecture keeps them alert, focused, and in tune with what you are teaching and they are more likely to participate. The last step is probably the most important and that is to “be patient. Wait time is very important” (Reinhart, 2000, p. 480). This step gives children that are not quick to raising their hand or that know the answer to get it and to be called on.

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

Once have identified the students needs and have planned and designed the course I can then deliver or facilitate the learning. I can use different styles and activities to keep the students interested. I can invite comments and discussions to enhance their learning. This could promote inclusion of the quietest of the students and also give me time to carefully observe and assess their learning . I may need ice breakers and energisers at times and also maintain any ground rules that may have been agreed at the beginning of the course by the students. I must conform to codes of practice at all times ensuring also that I promote respect, equality and diversity. I will also try to embed language, literacy, numeracy,and ict

In general, I feel that this lesson was generally successful. The students, for the most part were engaged and thinking about the North East region. During the previous lesson, we discussed that the regions were divided by climate, culture, geography and economy and the students were able to apply those concepts to the lesson. Because they are familiar with this region, because it is our home region, they were able to compare and analyze aspects of this region to the other regions. They determined the climate, culture, economy and geography of this region by activating prior knowledge and sharing what they knew about the

Start by asking your learner to write down a list of questions they would like to ask you.

Note to teachers: With beginners, mime and movement are essential. Don’t worry if students cannot understand everything you say, speak slowly and use lots of body language to convey instructions. For beginners, understanding and conveying basic meaning is much more important than using perfect grammar. Encourage students to use any English they have available to get their point across. Remember, learning a language is not a linear process. Level: Beginner with some prior English Time: 1.25 hours Materials: Bring some everyday objects to class (preferably one for each student) choose a few things from different categories, like clothing, food, and household items. Also bring paper and pens