Lack Of Familiarity Between Teachers And Students

INTRODUCTION: As a key part of our teaching and education training we need to develop knowledge and understanding of our roles, responsibilities and relationships within the teacher, student environment. I see this valuable to my progression and career development. The initial task was to produce a job description on my ideal job. Through research and reading, I was able to extend my knowledge and understanding of the importance to the following areas:

Encourage the children by being enthusiastic about teaching, because if you are excited about learning the children will be too. When working with children it is important to be energetic and fun and have a good sense of humor…. Be understanding of the children’s backgrounds and concerns. Some children may be coming from broken homes. The children especially in public may not have ate a meal when they came home or may not have slept in a bed or may not even have a home. Understanding the child’s background builds understand of how and how much to motivate the students. In turn, they will trust you when something is going wrong. Make time to get to know your students by developing fun activities at morning circle time and at free time. If you do not have time, make time.

Dr. P, a musician and teacher who had developed visual agnosia, had difficulty processing what he sees, especially faces, he could only identify them by features which he remembered. He only completed tasks if he was singing, if interrupted, he could no longer remember what he was doing nor complete it. Sacks diagnosed Dr. P with prosopagnosia, the inability to identify

Muldrow Middle School students had the opportunity to create a school wide demonstration about their educational path. The student body created a maze in the gym and an individual student was blindfolded. Instructions for the blindfolded student to walk through the maze was given by another student from the bleachers. Students learned even though there are obstacles in their educational path, it is important to listen to the right voices to guide them to their destination. This demonstration was part of the Muldrow Middle School House

Make sense of problems and persevere in solving them. In each section 5.2.1-5.2.3 the students are required to make sense as a group and persevere in solving the problems. Example of the practice is seen in 5.2.1 5-42, 5.2.2 5-59, and 5.2.3 5-74. Each problem in this text is recommended that the students work in groups and there are no formulas, or rules given until the students have reasoned out the problem and solved as a group. By having the student reason and understand, then persevere, the student gains an understanding of the concept in sequences rather that the rule. Given that many of the lesson plans are built around the students making sense of conceptual problems this practice seems to be the focus of the sections. Used beyond moderately, it is the stepping stone to the

Which could make it easier for the teacher to focus on his students individually if the class has fewer students. The teacher also organized the desks, by grouping students into groups of four. As a result, the students can communicate with each other more efficiently. This was shown when a student could not answer a question correctly. The teacher asked other students to volunteer to help the other student answer the question. In addition, the teacher also mentioned a situation in which a student needs to have the teacher facing her to better understand the lesson the teacher is teaching. The teacher adds that the student could read lips. Furthermore, there was a student who needed more assistance from the teacher and a personal aid. The teacher described the student as having Asperger’s and a combination of other conditions which inhibit his ability to have an average development. To help the student, the teacher explained to his other students the struggles of the student faces on a daily basis. Moreover, the skills which to possess one day, is the ability to quickly recognize when a student is struggling in class and act quickly to make sure a struggling child could get help. Which I am sure, I could pick up with experience as an

This situation does not present itself as an ‘open response’ environment where children are able to bring their own experiences to the table, which in this situation, could be costly to both student and the educator. Every student has different ways of learning and according to Gardner (1999) there are nine types of intelligences. They are Verbal-linguistic, Logical-mathematical, Spatial-visual, Bodily-kinaesthetic, Musical intelligences, Interpersonal, Intrapersonal, Naturalist and Existential intelligence. The activity mentioned above only foster for the verbal-linguistic learning

People encounter different ways in which they encounter new stages of experience that bring about change and growth in their life, these aspects of personal growth and transitions into the the world or new phases of an individuals life is clearly evident in Willy Russell's text 'Educating Rita' and the two related texts 'A getting of wisdom”'(SMH) and 'Pygmalion'.

In his writings, Sacks did not reduce people to scientific curiosities or otherwise surface-level sources of alienation, but instead as individuals capable of gaining our empathy as much as those written by Chekov (who, coincidentally, was also a doctor with great artistic vision and insight). Sacks was always concerned with how patients’ lives suffered from neurological disorders; how they had to adapt their relationships, personal lives, even simple daily routines to their developing disorders.

One overarching theme that developed fairly early on is the change in focus my study took. I felt, at times, my study was slightly ambitious, allowing my focus to switch between challenge and feedback far too often. It is possible, now I have concluded my initial study, to further develop what the pupils do in class and not focus on what I do outside of the class, as I believe this has had a bigger impact on pupils development. My general ‘one size fits all’ approach to challenge activities is an obvious flaw, with all pupils having different abilities, approaches and limitations to their own learning. Despite being given ownership for their own learning, it is impossible for all pupils to make progress at the same rate and this was indicated through a good attitude to learning, but poor quality of work. The developing growth mindset of pupils almost compensated for their lack of ability to adapt the necessary skills to complete what had been asked of them. As identified by Bush (2017), pupils need to be equip with multiple strategies in order for them to fall back on if their first strategy fails them. In light of this, in any future study, I would like to consider how I can spend time connecting ideas, from previous lessons. Many of the pupils in this study struggled the clear links between previous learning, unable to make the necessary connections to reach the higher order thinking. Much of the skills needed within BTEC Health and Social Care asked them to reflect on previous learning (in the form of different units) in order for them to progress successfully. Chris Reck (2007) discussed the importance of connecting ideas, building bridges between a sequence of lessons so pupils can see the importance of sequential knowledge. It would be

Understand How the Students Learn: All students do not learn the same way. There are a few theorist who decided that there were certain ways students learned. Some are teacher centered and others students centered. I myself believe heavily in the behaviorist theory, because I feel that the classroom is a more controlled environment. That theory was the way that worked for me best as a student, however; I understand that times are changing, more classes are student centered. The way that I have decided to combine the two to first figure out what will best work for my students. They may learn better by constructing their own knowledge through research or working together with others to build onto what they already know. I will be sure to expose

The difficulties I experienced with learning as a young child have given me empathy for others when they go through similar issues. A teacher that only recently understood something remembers

The results of the study showed that there are two major misconceptions of hearing high school students towards the Deaf and HoH community. These misconceptions revolve around the statements “American Sign Language and English are the same” wherein the students thought that ASL and English Language differ in structure and use when in fact it is the same with the English Language and “Deaf people should invest in cochlear implant surgery (a device put onto the brain to allow limited hearing)” wherein there’s the idea that they are “supposed to be better” instead of just being proud for who they are. The least ideas with misconceptions were “Deaf people can read and write” in which students mostly agreed and “Deaf people do not own homes/houses”

Students are placed in the responsibility of their own learning and understanding while the teachers encourage students to be more independent and more exploratory. The teachers will foster a sense of autonomy in the learning process as they act as a source of experiences. In addition, as the students watch their teacher makes mistakes, they will learn those failures are part of the learning process. The students will soon realize that mistakes are natural in life and it will serve as stepping stones to

Teachers play a pivotal role in shaping the behaviour and educational success of students and as such they carry a huge responsibility in the classroom. Everything the teacher says or do has a great impact on students’ lives as students depend on the teacher for guidance, for determining acceptable and social behaviour in the classroom and more importantly their learning and academic success. In addition, the role played by the teacher in fostering students learning causes them to exhibit certain attitudes which could have a long lasting negative or positive influence on students. Based on research it was surmised that high teacher expectation mean that the teacher believe that the student is a high-achiever and the dynamics