Power Balance In The Classroom

In an informal discussion between myself and the class teacher we would determine our roles throughout the activities, what teaching styles will be used to match the needs of the individual children or groups. Discussing the individual children and preparing to provide additional support ensuing all needs are met, any barriers that may become apparent during the lesson can be overcome without fuss.

A sense of order within the class can be managed by presenting lessons effectively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and use a variety of tactics in order to develop an understanding of students individually and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners may have adopted towards learning and to maintain a good level of motivation.

This is important for those students are they can contribute when they are comfortable sharing personal experiences and beliefs and when they are comfortable to use the English language thus avoiding confrontation with the teacher. For students that have difficult behaviour the intention of using class discussion to provide a space where they can learn to empathise with other people in the classroom and engage with the discussion as an outlet for their need of attention. Class discussions are used widely because they can provide benefits on so many different levels for classroom management and for differentiation.

Another interaction was when the teacher was reading a story, two kids were taking during she was reading. The teacher said to them to stop and listen and they did. Another interaction between the teacher and the children was encouraging the upset child Kayln. He liked to be alone all the time, and he wasn’t an active child. When the time of the outside activity was done, the teacher asked him to enjoy the group in music area, but he refused and kept being alone and then the teacher asked him to draw something then he did. I noticed there were many redirections to the children. For example, one child was drawing and colored all over the paper and the table got messy, then I told him the paper is used for drawing and the tables are for toys. Then he drew again and wasn’t messy like the first time. The teacher was using effective technique to teach the children when one child tried to be alone and was shy, and the teacher changed the environment of the child and he became less shy. During my lab time I learned many important things, like I learned the best thing which was to wait first and see if the children can solve problems by

Communicating with young children is totally different than communicating with other students in general. A teacher must be able to communicate with the children at their own level. His way of delivering a knowledge or a lesson should be simple so that it is easy for the children to

Through this experience, I learned that is vitally important that children in school have a creative, stimulating classroom environment. Such an environment will stimulate their minds and make them much better learners and thinkers. The classroom environment should include lots of books, visual materials and different activities in order to help them learn the material as best as possible. All these requirement should be aimed at attracting and keeping the child’s interest and promoting questioning and discussion. Expecting children, particularly young ones, to sit at a desk all day and learn is not the way to go. Children, particularly young ones, need to move around and do different activities in order to keep them engaged. Having an environment where they are being taught in ways that are fun and reel them in, will stimulate the students to do well and strive to do better.

I have noticed that the staff respects our principal no matter what she asks. There might be murmurs among the staff, but the job gets done just as she has asked. During grade level meetings, the same applies. The principal states the objective of the meeting and then allows for any discussion. She is direct in how she answers but everyone leaves with a general understanding of what the expected outcome is to be. I believe that debate often leads to a “dead end” in most cases because one person already has their outlook on the situation and so does the opponent. The discussion leads to a long, drawn out meeting in which there is no reasonable solution. “If participants choose to suspend individual opinions and remain open to hearing what other speakers think, they engage in reflective dialogue, which allows new thinking and ideas to emerge (Issacs 2009).” In reading this article, this particular quote stood out because listening will from both the principal and the teacher will definitely be beneficial to both parties and most times than none, a consensus will be met. How do we as training leaders transform our thinking from directive to dialogue and more open discussion? Issacs (1999) states that implementing four components could definitely teach us better communication skills. They are “deep listening, respecting others, suspending assumptions, and voicing personal truths (Isaacs 1999).” When

In the education world of today, it is understood that one can only be effective in teaching by taking into consideration the different learning styles of students. In a classroom, it is expected that teachers would want their students to acquire a meaningful knowledge base, become proficient problem solvers and learn how to work productively with others (Biehler and Snowman, 2006, p. 370). If this is the case, teachers need to know how to be able to develop this situation in the classroom and make it more conducive to learning. Therefore, it would seem that they need to encourage students to converse with each other with group discussions and assignments, to make sure they are active in

When teachers have the opportunity to work with students in smaller groups they can provide extended intensive lessons in addition to whole group instruction. The study showed that when children receive information in whole group instruction and then the information is reinforced in small group instruction they build a stronger vocabulary, and they are able to retell more facts. Overall, this study creates awareness of the benefits of small group instruction.

I also provide articles and other reading material related to his studies. This is intended to provide knowledge about something that will be learned later. And according to McKenna& Stahl (2003), reading component are very importance part that are frequently assessed as part of reading instruction for placement, diagnosis, monitoring and outcome evaluation. Therefore, I will always provide reading materials in accordance with the learning session, is to ensure a more comprehensive understanding of a topic that is being taught. It is also to develop creative thinking among students, assist in the freedom to communicate ideas. the importance of supporting learners beyond being aware of their own thinking to allowing them to take greater responsibility for it, through their own target setting to enable them to manage their ‘progressive pathway towards procedural autonomy’ (Kimbell and Stables 2008: 224).

With thirty-eight students are being taught by just one teacher there is only so much one-on-one time available during class times. “"Kids are unpredictable, and kids need attention. In smaller classes, you can give them the attention they need. You can allow them to express themselves and you don't have to make them be quiet so that others get a chance to speak. It is not our job to simply make kids memorize information and regurgitate it on multiple choice tests, but rather to encourage their participation in classes and

This paper seeks to compare my personal view about research reading to the views expressed by Shanahan; Sadoski in their writing. In my view, I strongly agree with the need of reading research as they aid to eradicate reading failures as educators get to know and act based on scientific evidence. It is true that students who have difficulties in reading have challenges in mastering the academic content and thereby most of them fail to succeed in academics and also fail to achieve their life potential. Partially, the blame goes to a system as the system has not stressed on the need for reading research in most of its units. It is sad to note that this was happening and worse still is that most of the teachers do not have the background or that

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

The first stragtey to discuss is her use of effective groupings arrangements. For instance, students are part of a whole group lesson, small group, cooperative activity, and partner work. First, Ms. Sullivan starts the lesson with the whole group seated on the carpet. This is when she introduces both the content and language objectives, discusses the target vocabulary, and explicitly reviews the lesson targets using visuals and modeling. Next, students work in partner groups using a “think, pair, share” strategy. To illustrate, students work together in partner work to discuss how they solve problems. At the end of the lesson, students also work collaboratively in a small group to complete a graphic organizer to reflect on what they learned. These grouping strategies are supported by Lev Vygotsky’s Constructivism theory. According to Vygotsky, discourse and interaction are channels for learning

As a future educator there are many ideas or philosophies on how teachers should teach students. Students learn best when they are able to relate to the material that is being taught. Cohen (1999) writes, “This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world” The curriculum is based on the needs, ability, and experiences that the student has. From the curriculum, teachers create lessons that influence their students to actively participate and encourage development. The teacher is merely an organizer who offers encouragement as well as prompting the students to use critical thinking skills by challenging them with questions. Students then use this skill to cooperate in groups as well as discuss view point that they may not agree with. This form of duel communication is a skill that allows the student to become more comfortable with their social skills as well as team working.