Longitudinal Study In The Classroom

Next, When students fail in school, teachers don’t bother to care nor to help because it was the student's decision to fail, although having parents jump in to the students problems; no matter what they will always support because the parents want the best out of him/her student. Also, parents look out for their child in the education challenges that gets to them. For example, Karther, Diane E. Lowden, Frances Y states,”Despite their own low school achievement, many parents value education, believing it to be a pathway to success for their children”(41). Parents are good reason why student tend to succeed in school after getting in the way of struggling by failing a class. One good reason that students will tend to focus in school and get a good passing grade is getting told by parents at home to do homework if not value electronics gets taken away. Teachers have limited control of students lives, so

The title of this assignment is managing thinking and learning across the Curriculum. This is important as teachers are responsible for teaching a diverse range of subjects using creative approaches that raise standards (Ofsted, 2010). This assignment is divided into three main sections. Firstly, this assignment will evaluate a variety of creative approaches to the teaching of thinking and learning across the Curriculum. Secondly, the advantages and disadvantages of teaching strategies which can support and enhance the thinking and learning of children in a Year 3 classroom will be analysed. The third aspect of this assignment will discuss the creation and usage of resources to support the Medium – Term Plan (MTP) which have some

This can affect those less able because it foes against the main stream. This is backed up by “Gilbourn and Youdell have examined the role of educational policies in creating the context for such school processes to take place” (Item A) Gilbourn and Youdell shows how teachers notions of ability conclude to their decisions of which pupils have the potential to achieve 5A*-C grade gcse’s. Neil Keddie then argues that the more intelligent students get taught more complex and advanced information and methods while the students in the lower sets are not recognised and being left behind. However Rosenthal and Jacobson performed an experiment where they picked random students from the class who were also working class and told teachers they are able to improve, this later resulted in teachers spending more time with these ‘selected’ students which made them improve and achieve better. Therefore showing that self-fulfilling prophecy can have an effect in education underachievement.

David Yeager and Carol Dweck have written an article, Mindsets That Promote Resilience: When Students Believe That Characteristics Can Be Developed, that differs from most because instead of offering tried and true prescriptions for success in education, all they say is needed is a shift in mentality. So, for students that face challenges in school or with others, all they need to know is that people can learn, develop, and grow abilities and behaviors. They say even without knowing how to do those things, just knowing it is possible to change or improve is all that it takes to overcome obstacles. The summarize several studies that prove their theory. When students believe they are “dumb,” they do not believe they can change that and when that

This quote epitomizes to me that the teacher will play a heavy part in a student’s success, and this does not always translate over into the test scores.

learn, planning backwards from there to create learning targets, lessons and assessment items, using the

The first issue to be considered relates to teachers planning cross – curricular approaches in lessons. Many theorists hold the belief that links between certain subjects are increasingly easier to make than those with other subjects. For example, links between science and design and technology might be more achievable whereas it might be more difficult to make links between geography and music (Hayes, 2010). Even if the links are made educators might imply that it is too difficult to achieve subject progression when cross – curricular links are planned so that creative outcomes can be achieved (Barnes, 2011). Teachers might bear this in mind however it is good practice to make these cross – curricular links as creativity can be promoted. Cross – curricular approaches should be adopted for several reasons, especially to meet the diverse needs of children who struggle in certain subjects. Thinking and learning can be enhanced by choosing a theme which can lead to cross – curricular links as shown in the

Processes in the classroom should be set up which enables learners to strive for something different for themselves

The first study consists with lots of educational situations. First, Blackwell, Dweck, and Trzesniewski, followed hundreds of seventh graders. The seventh grade is a tough time for most American children. Their bodies are changing, school gets harder, grading gets stricter, and teacher-student relationships become less personal. This is the time some become less engaged in school. The ones with a growth mindset became more involved. The students with a fixed mindset decline.

Lesson introduction: (Connecting to prior lessons/prior knowledge, diagnostic evaluation of students’ familiarity with concepts/skills, engaging students)

When planning the sequence of lessons, it is important that pupils can link knowledge and use it in situations that are more complex so that they can employ advanced thinking skills (Wellington, J. and Ireson G, 2008). Ofsted reports (June 2002) evaluated the effectiveness of transfer arrangements for pupils’ age 11. It mentions that there is an abiding weakness of the education system when it comes to continuity in the curriculum and progress in learning as pupils shift to secondary school from primary schools. In that case, I will take sufficient account of what pupils had learnt in previous key stages by looking at the National curriculum, so that I can give them clear advice on how to improve their work further, as well as familiarising myself with the specification AQA examination board (Bassett et al,2013) . Research has been done which is in agreement that in the lack of awareness of progress previous made, it caused pupils to resent, because teaching became repetitive (Braund, 2008). I agree because once pupils lose interest, they will start behaviouring inappropriately and therefore make insufficient

Allowing my students time to explore their understanding of what I’ve taught is important to the learning process. Exploration leads to better and deeper understanding, provides clarity, and demonstrates the child’s competency. When my students are working in small groups, applying what they’ve learned, I often see that aha moment, and I know my students have not only learned, but they “get it.” Although the knowledge isn’t personal, their understanding now is. They’ve made a personal connection that will help them remember what they’ve learned, and they see the value in it. They also have the opportunity to expand their understanding, and although they may not be able to label what they’ve discovered, they are building on what they already

Formative assessment in class is used often. I watch the student and gain a better knowledge of what students need by chatting with each person in ASL as I walk around the

While teaching in state-maintained schools, it is necessary that the National Curriculum Framework is followed and children are taught the relevant skills and knowledge stated within each Programme of Study. Therefore, there must be structure to the lessons where these skills and knowledge are to be developed throughout the academic year. Previous teaching strategies required teachers to follow a rigid plan where each individual lesson was to last one hour and be taught at a certain time on a certain day (i.e. The Literacy Hour). These strategies are no longer necessary for teachers to follow anymore; it is now possible for teachers to integrate lessons using a central theme, enabling them to teach pupils in a more imaginative and original way, which will stimulate children’s interest and engagement whilst still developing the necessary skills and knowledge specified in the National Curriculum (Sewell, 2015). This integrated curriculum allows children to pursue learning in a holistic way without the restrictions often imposed by subject boundaries (Kelly, 2001). ‘Subject integration provides an opportunity for students to make natural and meaningful connections between and among multiple content areas’ (Bogan, King-McKenzie, & Bantwini, 2012:1055). The human brain does not separate knowledge into discrete partitions but creates a complex web of information that recognises patterns…’, thus thematic teaching works with the brain rather than counter to its natural function

If the parents have not achieved much based on their own standards, and/or the standards of others, then they may expect their children to follow on similar paths and are not anticipating great successes from them. The parents see their children as not having the ability to perform great accomplishments. This idea applies to teachers as well. Teachers do not always expect equal performances from every student. They might believe that a student that comes from a family with a higher income will learn more and be more successful in school, and this might show. Kids can tell from tone of voice and body language2 whether or not a teacher or parent expects great things from them, and the students usually live up to whatever expectations are put on them. “It has long been understood that expectations influence achievement. When teachers and parents believe that a child will do well, the child usually does better than when he is thought to be incapable.”3