Explain The Factors To Consider When Supporting Teaching And Learning

In my classroom, I demonstrate collaboration by attending the Kinder PLC meeting every Tuesday. These meetings help the grade level teachers to collaborate. For example, to come up with ideas on how to teach a specific concept, talk about any updates, student assistance team (SAT) , and data analysis. I demonstrate collaboration by working with my colleagues to come up with writing prompts and writing rubrics. By doing this we make sure the expectations in each classroom are the same.

Other children – this could be their friends, family, or siblings. Children like to copy and follow, they like to fit in with their peers. If a pupil is in a friendship group where they enjoy learning, they are interested in it and find it a positive thing rather than negative, then this will encourage children within the group to want to learn. They want to succeed because their friends are succeeding and they are not afraid or embarrassed to do so.

Play based developmental and creative play where children encourage hands-on inquiry, opportunities to explore materials and based learning. The classroom is set up in different sections, such as science, quiet, computer, art, writing, manipulative, play house, or other areas. Children engage in different types of play at different time. They make decisions what and where they want to play. Often with little intervention from adults, children engage in hands-on creative play and explore new materials in new or more complex ways. Teachers facilitate social and emotional skills and language. Teacher will use Vygotsky’s method of scaffolding when appropriate.

Centre Childcare and Early Education Centre Kindergarten features a highly engaging and flexible inside learning environment for children aged three to four. The teachers and educators have developed this learning environment to provide children with multiple opportunities to engage in a play based curriculum while achieving the Early Years Learning Framework and Kindergarten Learning Guidelines standards. The Australian Professional Standards for Teachers (AITSL) is used to ensure the learning environment is high-quality and effective for students (Ministerial Council for Education, Early Childhood Development and Youth Affairs, 2011). Teacher initiated activities and resources are provided

"Collaboration is something that we must continuously work on, not just professionally, but as an important life skill. One thing that we must remember is that children learn from adult interactions. What are we teaching them about respect, communication, and cooperation?"

The room arrangement should encourage repeated opportunities to interact with literacy materials and activities to practice skills that students are learning. Through repeated practice assist in building and enhancing skills.

Collaborative learning stems from the theory of Vygotsky’s conception of Zone of proximal development. The thought is that children learn best with “help and guidance” (Ormrod, 2012). In transitioning this zone to a collaborative learning experience, children work with their peers in broadening their learning experience, allowing small groups of students to work together to share knowledge, exchange ideas, problem solve, and more. These classroom environments help to create durable abilities in students and aid in producing a “smoother integration into adult society when the activities resemble real-world tasks” (Ormrod, 2012). As students work with peers and adults, they adopt some of the learning strategies demonstrated and develop more skills in problem solving. This scaffolding creates a trickle-down effect of knowledge construction. In collaborative learning, students are afforded a myriad of enriching opportunities to explore perspectives that may differ from their own. These activities serve to create a self-awareness in the student of their responsibilities to a group, requiring them to self-monitor their activity (Lee, Tsai, Chai, & Koh, 2014).

Collaboration and co-teaching is very important in a classroom. This is a very effective way to reach the needs of all the students. In my classroom we have a lot of people in and out during the day. I have a general ed teacher, paraprofessional, intervention specialist two days a week Tuesday and Thursday, and high school aides.

It is crucial for me to provide a warm and attractive setting in classroom to encourage children to learn through play. It is important for any educator to ensure that the curriculum is child-centered so that children can be motivated to construct their own knowledge. My main objective is to create a classroom of leaders, where the children understand the uniqueness of each other and respect it as well as increase their passion in learning. My role as a teacher is to make sure that no child is left behind and that all my students are improving themselves not only academically but also as a

Collaboration is the “mutual engagement of participants in a coordinated effort to solve a problem together.” Collaborative interactions are characterized by shared goals, symmetry of structure, and a high degree of negotiation, interactivity, and interdependence. Interactions producing elaborated explanations are particularly valuable for improving student learning. Nonresponsive feedback, on the other hand, can be detrimental to student learning in collaborative situations. Collaboration can have powerful effects on student learning, particularly for low-achieving students. However, a number of factors may moderate the impact of collaboration on student learning, including student characteristics, group composition, and task characteristics. Although historical frameworks offer some guidance as to when and how children acquire and develop collaboration skills, there is scant empirical evidence to support such predictions. However, because many researchers appear to believe children can be taught to collaborate, they urge educators to provide explicit instruction that encourages development of skills such as coordination, communication, conflict resolution, decision-making, problem- solving, and negotiation. Such training should also emphasize desirable qualities of interaction, such as providing elaborated explanations, asking direct and specific questions, and responding appropriately to the requests of others. Teachers should structure tasks in ways that will support the

Collaboration between students is part of the learning process, in fact collaboration "…fosters effective learning and community building," according to Andrea Cottrell with California State University in Sacramento. In a classroom situation, collaboration with peers helps students be comfortable with each other, and from a teaching aspect peer-review collaboration "gain proficiency" in their written narratives, and it gives more responsibility to the students taking some pressure off of the instructor (Cottrell, 2007, p. 3).

The final aspect of Darling-Hammond plan to improve education is “highly competent teachers who collaborate in planning and problem solving” (2010, p. 244). The idea of collaboration allows teachers and students significant time to discuss, problem solve

The review of the literature shows that the concept of teacher collaboration is still ambiguous. In a collaborative effort, different stakeholders may be present or it may be mediated by others while peer collaboration took place among teachers with similar rank. The term ‘collaboration’ is interchangeably used with ‘collegiality’ and ‘teaming’ when it took place between teachers. Mutual goal and shared understanding are important aspects of teacher collaboration. The notion refers to the teacher to teacher interaction regarding instructional and curriculum matters, student evaluation, planning and performing lesson together, and observing peer practice and providing feedback.

The purpose of this space is to inspire children and adults to learn through play, which, as we learned in class, is a very

Every child grows at their own unique ways, each develops at its own level, and they all have their own values and beliefs. As an early childhood teacher, I am committed to the development of the whole child-physically, mentally, culturally, intellectually, and socially. .I have a responsibility to base our curriculum to each child’s individual needs. I want to have high quality classroom where the children can learn and grow at their own development level. I believe in that child-initiated activities through play is the best way of learning, due to the fact that it gives the children hands on experience. However, there is also a need for teacher-directed activities, to help children follow rules and direction.