Pedagogical Practices

Reflection means if when you are teaching and you notice something wrong you change it straight away, or for the next time. Practitioners should always be self critical of past lessons and picking out on not only the good parts, but also parts of a lesson that didn’t go so well. For example in order for the practitioners to improve in their practice they could prepare a reflective journal, this would help them by reflecting back on what they did in the perivious lesson and if an activity didn’t go so well the practitioner could think of different strategies of improving the activity or planning a different activity, but on the similar topic and also providing different recourses in order to improve the activity. Also practitioners and staff members should not assume that their work place will automatically inform them about new developments, changes and updates which affect their work, practitioners must be prepared to be active in maintaining their own knowledge base and to ensure that their practice is in line with current thinking and new theories. Practitioners could this by incorporating an awareness of the needs to update their knowledge constantly into all of their work and activities by using resources such as the internet, journals, and libraries or other professional development, e.g. training, and to check their awareness of new developments in their work and to work with other professionals e.g. there

Pedagogy is a word that is used to describe the art and science of teaching. Pedagogical roles are the many and varied that a teacher may perform while teaching, such as structuring, soliciting, responding and reacting. Other roles involve assessing, criticising, discussing, encouraging, enquiring, evaluating, explain, giving individual instruction, lecturing, organising, presenting, questioning and answering, repeating and reviewing and team teaching and tutoring etc.

Promoting Child Development and Learning is a key part of being in the field of early childhood education. I believe that all teachers in the early childhood profession should be knowledgeable in all five domains of children’s development. Also, in how they learn best and the best teaching

In my opinion, implementing reflective practice approach to professional development in order to expand our knowledge is a challenge. This challenge involves teacher’s ability to “reflect on

Describe how you taught this best practice. What pedagogical strategies or tools did you use?

Another familiar feature of both reflective and evidence based practice is that both practices share a common aim. They both strive for change and improvement (Atkin 1993 cited in Leitch & Day 2000). Evidence is often gathered to support or justify particular practice. We look at trends in results to identify a particular weakness or strength. The optional statutory assessment grids are a great source of evidence for teachers, at the end of a year. They provide a breakdown of the types of questions that the children answered and show the percentage they got correct. In my school we analyse this data to show where there are gaps in the children’s understanding. We then use this evidence to inform our teaching practice the following year, by targeting these particular areas in need of development. By looking at this example you can see how both evidence based and reflective practice are used. As practitioners we need to reflect upon this evidence to help it inform out teaching. Without doing this, these gaps may go unidentified and there would be no improvement in that particular area of the child’s understanding. This example shows the reflection-on-action process.

This paper will evaluate current existing education professional skills within a secondary educational setting. Reflective practice is described as crucial to enhancing employability. Therefore, reflecting on current skills as part of skill and performance development is paramount. Reflective practice will provide evidence of current practice. This evidence identifies further skills for development and training needs. Reflective practice includes a reflection of teaching and learning, upon learners within the setting. Brookfield, (1995) states that becoming a reflective teacher is about deciding which lens to use, by observing from differing viewpoints, whether from the reflective teachers’ perspective, colleagues or

Pedagogical is related to the way that early year’s practitioners and teachers teach the children. There are a lot of different studies of teaching methods and all have a strong evidence base. The teachers are involved in promoting effective learning that is beneficial to the children. Early years practitioners and teachers focus on structured learning so that the children are enjoying learning to read and write as well as learning how to use numbers mathematically and problem solve. The teachers and early year’s practitioners look for different approaches to the children’s play that will help them learn and develop on new skills while they are playing. An example of a pedagogical approach is that the teacher’s and practitioners use open and

Think about your early childhood education (or your child’s early education), was it flexible to suit individual learning experiences or were children required to conform to the teacher’s methods of teaching? If you answered the latter, do you think the former would improve the quality of education? The initial years of education are crucial to learning, development and growth, during these first years children’s experiences shape their learning methods and they are able to learn rapidly, for this, early childhood educators must use teaching methods that are suitable for each child. Teachers must consider the attitude they bring to the classroom; how it affects children’s learning and the value, of the information and knowledge that

The LEA lesson plan created in Literacy 1, demonstrate my ability to effectively utilize of a variety of appropriate instructional methods. The LEA lesson encompasses teacher modeling, whole group writing, independent writing, and kinesthetic, verbal, and visual learning methods. Furthermore, this lesson plan addresses objectives, assessments, and the various rates of learning in the classroom.

As an ECE, I believe that one of the key roles we need to ensure we are embracing each day is creating high-quality environments that will support children’s development as they grow, learn, and explore. Moreover, I feel that our pedagogical approach should reflect a vision of the child as being capable and competent and that we base our practices around this view, providing opportunities for child-led activities where children can explore their interests and be partners in their own learning. As well, I feel it is essential that ECEs remain responsive and actively engaged in play to support and guide children’s thinking and learning. In the end, we, as ECEs, are the compasses that guide their journey while the children, themselves, are the explorers.

The GTCNI have argued that, “Professional knowledge, by its very nature, is organic and, to an extent, evolutionary, reflecting a synthesis of research, experiences gained and expertise shared” (GTCNI, 2007:10). The GTNCI further reinforces this statement when it states that, “Teaching can never be reduced to a set of discrete skills to be mastered in some mechanical process of assimilation” (GTCNI, 2007:5). Teaching today has moved beyond the outdated view that the most important thing for a teacher was solely to have professional knowledge. Professional knowledge encompasses a range of different forms of knowledge such as knowledge on the curriculum and children and pedagogical knowledge e.g. how to manage a classroom amongst many other forms. Whilst this is still of great importance professional knowledge is of no use if you are not able to adapt this knowledge to meet the ever-changing dynamic situations that you will encounter in the classroom. This essay will examine how reflective practice can be unlisted by teachers to ensure that they are meeting the needs of their pupils as well as

The effort teachers contribute in a child’s early development are often misapprehended as being simply hands on, without anticipating that it involves appropriate communication techniques, the use of numerous structured strategies and adhering to set of guidelines set by governed bodies such as department of education.

Teaching a specialism of any matter requires the teacher themselves to be competent and confident with their own abilities first. To be a competent carpenter requires lots of experience, dedication and time – without dedication, you will not put in the time and in turn not gain the experience. Hence dedication is a fundamental element, which is expressed to all the construction students at Harlow College, in order for them to succeed. Dedication goes hand in hand with motivation, motivation is developed from enjoyment. Therefore making a positive rapport between student and teacher is a very important because ‘good teacher-student relationships are based on mutual respect. The student respects the teacher for their teaching skills, personal qualities, knowledge and professionalism’ (Petty, 2004) which puts emphasis on the teacher who is at the core of the motivation behind any prosperous student.

There is a usual but important cliché for a teacher´s career: a teacher has to be a life-long learner to be an effective teacher. Research on effective teaching over the past two decades has proved that effective practice is related to questioning, reflection and continuous professional development. Reflective practice can be a satisfying experience for a teacher evolution. It covers self-analysis, questioning one owns methods, assumptions about learning, theories as well as one´s attitudes and behaviour as a facilitator and communicator, in short making a deep analysis of the actions. Reflecting on teaching includes the teacher´s thoughts on the successfulness of the lesson planning and the implementation used to teach. Within the time progression the teacher´s reflection should be more precise and he or she could