Explain Why It Is Important To Be Able To Support Teaching And Learning

In this stage, children enter school, and their teacher becomes an important figure in their lives. During this stage, the child’s peer group, such as their classmates, becomes much more significant, and the child begins to feel the need to win approval by displaying typical abilities that society constructs. If the child is encouraged in their initiative attempts, they develop a stronger sense of confidence in their ability to achieve set goals, but if the child is unable to develop the set skill, they begin to feel inferior.

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.

a. Explain how children and young people’s development is influenced by a range of personal factors.

In the Introduction of How Children Succeed, the author Paul Tough presents the notion that future success is dependent on a variety of factors, rather than a common singularity. He encounters this proposition during his time at a pre-kindergarten and kindergarten program called Tools of the Mind. According to Tough, the program asserts on the following, by which he writes, “rubric self-regulation, will do more to lead to positives outcomes for their students … than the traditional menu of pre-academic skills” (Tough xii). In comparison to other programs, Tools of the Mind emphasizes on the development of behavioral or self regulated skill-sets. Puzzled by his findings and deviation from his understanding that success is largely tied to the

The human brain is most vulnerable to change throughout the early years of a person’s life due to its development. The people that enter a child’s life can alter their attitude and their effort later on. Most importantly, the skills that they are taught can stick with them until the day they die. Most people in a child’s life affect them in some miniscule way and although children never realize it, some people are more crucial to their success than others. Children engage in relationships with their parents, their peers and friends, their teachers, and they take part in their community. Different factors within these relationships can affect how they learn and perform as students. Students encounter many influential people through their childhood that affect their learning abilities and characteristics, but parents are statistically proven to have the most impact on learning by assisting their children with their schoolwork and holding them to a standard that other people abandon.

Ferre Laevers suggested a child’s capacity and drive for learning is dependent on their emotional security and esteem (p.59 the social child). Laevers is assisting us to understand the impact a strong relationship has on contributing to the development of children emotional security. Extending on Bronfenbrenner’s theory, Margaret Spencer has observed risk factors in children’s environments that boost their chances of problematic outcomes. (Site McDevitt p.64) These risk factors include economic poverty, unstable family conditions and discrimination, (McDevitt p 64). Unfortunately, such risk factors would be directly experienced by students in their microsystems unbeknown to

Schools are increasing judged on academic outcomes above all else and, with ever tightening budgets, find it increasingly difficult to justify interventions in anything other than clearly measureable, specific, short term, result focussed interventions– primarily English and Maths in primary schools. Wider social and emotional health is less easily quantifiable and so harder to justify, yet we know that without it, a child will struggle to reach their potential. We also know that children with SEND are more likely to suffer social and emotional needs yet those are the needs which schools are finding harder to meet in the quest for ever improving results. However, any intervention which improves a child’s achievement should by default help to improve their self esteem and self confidence as success is both pleasurable and motivating. A more positive feeling towards school and education will have wider outcomes improving future prospects

Ignacio Estrada once said, “If a child can’t learn the way we teach, may we should teach the way we learn” (Waters 2015). It is crucial for teachers to shape their methods based on how their students learn best. In society today, we make rash assumptions that shape how a student is able to learn for the rest of their lives. For example, we diagnose children with learning and developmental disorders so early that they struggle to overcome their natural tendencies. Instead of continuing to make these rash assumptions, society should be examining new ways in which people learn. Over time, humans change and our learning methods need to keep up with the growth. Children in this generation are facing different challenges than previous generations. This change in society calls for teachers who are passionate about educating the youth. Learning about the Constructivist, Developmental, Social, and Behaviorist Learning Theories as future educators is crucial to our teaching methods. We must understand how students learn in order to provide for their needs as learners. These theories will continue to shape our learners each and every day. Effective teachers will effectively implement these learning theories into their classrooms in order to promote success and achievement for their students.

In this paper, brilliant students have highlighted the very basic aspects and demands of the school environment, and how the investors, teachers, and parents can provide support to these individuals. The investors can form a connection with many experts who are serving these students whereas, the teachers can form an advisory group for such students so they can get aid in bringing back their issues to normal state within the school environment. The teachers can assist students to have a better understanding about their social, emotional and educational needs during the different developmental stages. These brilliant students are encouraged by the teachers and are given social, emotional and educational help throughout their academic year and,

For instance Benedict Carey states “a bad experience early in school can have lasting effects, and that if we can do something in that crucial window, it could alter the student’s trajectory slightly and change the arc of thur experience over time”. This shows that early childhood intervention is essential to the future success of a child. This means that although it is not usually seen as the school’s responsibility to support with emotional needs, they need to do so if they want the student to have a fair chance throughout their education. Schools should give time to devote to activities that build self-esteem and confidence because that is the only way that a student’s potential can be maximized. Students who feel better about themselves, tend to have a more positive attitude about school. On the contrary students who feel defeated will struggle in school because they believe themselves to be failures, so why

The school and the education system plays the role of a supporting foundation in building self-confidence and self-esteem of youth. Through my current employment and this course I have gained a clear and concise picture of the need for support systems for students. Every child has the right to receive an appropriate education and support systems allow children the chance to experience a school environment in a classroom setting with their peers. Many challenges lie in the path of a student, but the greatest challenge they must conquer is the misconception that they are not capable of learning. Children have the opportunity to develop a sense of belonging, build their confidence which can assist them in achieving academic success. When a teacher,

A child’s success is based on his or her characteristics and how they are proficient. Although, Bandura warned that adolescence was not necessarily stress-free, any “storm” developing as children grow older

The contribution in terms of guidance and support from our Instructor, Frank Formica in preparing this document is gratefully acknowledged.

After experiencing English 408, I am confident in my ideologies as a future educator and am excited about utilizing them in future secondary English Language Arts classrooms. At the beginning of this course, I came to the realization that there are often times a cookie cutter model teacher that administrators often look for. Even the College of Education at Michigan State has an idea of what types of teachers they want to produce, not to say that it is a bad thing, simply a philosophy on teaching. The most valuable thing I learned in this class is to express my own ideas despite the sometimes negative feedback. My goals as a teacher are to push my students to be the best that they can be in terms of reading, writing, and critical thinking skills. Over the past fifteen weeks I have been exposed to a variety of teaching methods, particularly through the Difficult Dialogues. Having the chance to see different ways of teaching is incredibly beneficial for my learning. I may not agree with every single technique but the dialogue surrounding the strategies is within itself a valuable tool. Learning from my peers is something that I wish I utilized more during my time at Michigan State because I think that with all the diverse backgrounds and schooling histories, it would be very beneficial to not only experience the readings in our course work but each students individual experiences. Throughout our TE-407 placements, I feel as though I have learned equal amounts of knowledge

In addition to the focus on the outcomes of girls, my discussion will focus particularly on research that has been carried out on Secondary school students, that is, girls’ aged 11-18. The difference in learning in Primary and Secondary school is so significant that it is not possible to discuss as one.