Questions On Teaching And Learning Outcomes Essay

San Pasqual Union School is located in the San Pasqual Valley region southeast of Escondido, California. This small school is a one-school school district with approximately 550 students, grades pre-school to eighth grade. Students that attend San Pasqual Union are identified within three distinct groups. The majority of students are primarily Caucasian and live in a newer development, across from the school, with families who are from a mid to high socioeconomic status. Another group is Hispanic students who live in a more rural part of the valley. Lastly, within the school boundaries, is a residential high school campus for foster teens. The foster youth who are not in high school attend San Pasqual Union for eighth grade. Both the Hispanic students from the rural valley and the foster youth ride the school bus to and from school.

This assignment will critically reflect and analyse a microteaching session I presented to my peers in a clinical placement regarding Nursing management of chest drains. I will define reflection; teaching, learning and the rationale for choosing this topic will be clearly outlined in this paper. The preparation, planning, implementation and evaluation will also be incorporated. This assignment will be structured using Gibbs (1988) reflective model cited in Modular Training Course, 2003 because of its simplicity. Analysis will permeate through each stage of the Gibbs reflective model. Finally I will conclude by reflecting on my role as a joint practitioner outlining areas of personal, professional growth, identifying my strength, weakness

I believe that with motivation and guidance, children of all backgrounds can harbor success in the educational world and receive the skills they need to have a successful and prosperous life. It is a teacher’s duty to encourage lifelong learning, consider individual learning styles and aptitudes, and self-reflect on how to improve. My experiences as an engineer, a person of color, a pre-service teacher, and a STEM advocate have culminated together to form my educational values and philosophy.

The learning situation thus becomes a means of discovery as the child encounters something that is unknown, new, or problematical for the child. The achievement of understanding of this experiences produces an adaptation, and each adaptation made by the child is a discovery for him or her, an insight made through experience. Such a discovery process is ongoing and is not to be seen as a series of leaps from one insight to another. The process of discovery continues and builds on experiences already assimilated and adapted. The process "is marked out by minute consolidations and extensions of past experience, with perhaps an occasional flash of insight" (Flavell, 1963, 91-92).

My whole childhood I always dreamed about being a teacher. During school breaks, weekends, and summers, I would set up a “classroom” in my basement and my friends and I would play school. I would be the teacher most of the time. It takes a very special person to be a teacher, not everyone is teacher material. You have to be very patient, kind, and caring of all students you work with and encounter through your day and year.

The Teaching and Learning Consortium (TLC) school I chose for EDFD220 was Bethany Catholic Primary School located in Glenmore Park. This school is in a middle class suburb. It is a 3-stream school with approximately 600 students. The vision of the school is to provide a supporting and rewarding learning environment, which is founded on authentic Catholic values and traditions. ("Bethany Catholic Primary, Glenmore Park" 2016) There is a mix of cultures and heritages of families in Bethany Catholic that are included in the school community. A key feature the school pride themselves on is their love of all peoples. The school focuses on teaching in an encouraging yet challenging manner. Most lessons the students are given open-ended work that enables them to be put into their Zone of Proximal Development (ZPD). The year level is usually taught the same or a similar lesson at the same time, e.g. year three will have the same or similar math’s lesson on a Tuesday afternoon, and the kindergarteners have their guided reading at 9am. Bethany Catholic has a ‘gifted and talented’ program to help enable all students to reach and exceed their potential. During TLC some ACU students worked on this program with gifted mathematicians in the Bethany school. The school also has a focus on literacy and learning support to enable students to reach the required levels as stated by the Board of Studies. The support helps with communication, vision, hearing problems,

I believe that teaching is one of the most important professions in the world today. From the very beginning, until present time, teaching has been around. The book of Genesis speaks of God walking and talking with Adam in The Garden of Eden, God was teaching Adam. I will be proud to, one day, be a part of this great calling.

Learning Outcome 4 is about creating a safe environment for diverse learners in his or her own classroom. Part of creating this safe environment is being able to communicate with the learners, students’ families, parts of the community, or other colleagues to provide the best learning opportunities for each child. It is also important to engage the learners by appropriately utilizing the students’ time, space, and attention.

The instructional setting for this unit is an elementary school. All lessons will be taught to a fourth grade glass, consisting of 24 students. The lessons will take place during the assigned math block (an 80-minute portion of the day). These lessons will be a scaffolded focus on problem solving, specifically multiplication and division word problems.

I believe that education extends far beyond the classroom walls, and involves many more people than students and teachers. People should be learning wherever they go, and should continue learning long after they’ve graduated from high school or college. Education isn’t something that can be quantified with tests or report cards, but is instead something that people carry with them. It’s a survival pack for life, and some people are better equipped in certain areas than in others. People with a solid education are prepared for nearly anything, as they will be able to provide for their own physical, emotional, and aesthetic needs.

Alliger, G.M. and Janak, E.A. (1989). KIRKPATRICK 'S LEVELS OF TRAINING CRITERIA: THIRTY YEARS LATER. Personnel Psychology. p.331-342. [Online]. Available from: https://staffs-summon-serialssolutions-com.ezproxy.staffs.ac.uk/#!/search?ho=t&l=en-UK&q=Kirkpatrick%E2%80%99s%20levels%20of%20training%20criteria:%20thirty%20years%20later [Accessed: 5 December 2016].

Every teacher has a different method of teaching. The teachers that I have had in my school career have been no exception. In this way, each teacher has set an example for me, as a future teacher, to follow or not to follow as I see fit. With the examples from my teachers and in continuing my education, I am developing my own method of teaching. I plan to use a combination of teaching methods in my own classroom. My method will be an eclectic approach because I will be using components of more than one philosophy. I will be using essentialism, behaviorism, progressivism, and existentialism.

My name Jose Antonio Cintron, I am a United States Army soldier. I have been in the military for sixteen years, and for the last ten of those years, I have been serving as an attack helicopter pilot. In the following paragraphs, I will guide you through my personal educational experience, where it started, how it transformed to this point and how I want it to progress in the future.

The “Equivalent Fractions and Decimals Lesson Plan” is aligned to NCTM’s content and process standards. The content standard that this lesson is addressing is numbers and operations. This entire lesson is about students using fractions and decimals to solve problems. This lesson also has several process standards addressed in the lesson plan. One of the process standards used in this lesson is Connections. Throughout this

This reflection paper addresses as a student and counseling professional how I feel as though I have been readily prepared to teach in higher education and areas, concepts, strategies, and thoughts on how I have evolved through this course. This course has made me think more into how the most powerful, durable, and effective agents of educational change are not the policy makers, the curriculum developers or even the education authorities themselves; they are the teachers. It further contends that the quality of the educational changes that teachers have the skills and opportunities to effect will only be as reliable and proficient as the teachers’ individual capacities for reflective practice and the development of self-knowledge (Stepien, 1999). These aspects of teacher development have, historically, been largely overlooked in the preparation and promotion of effective teachers. The emphasis has been more explicitly focused on the development and demonstration of teachers’ understanding of content knowledge and the associated pedagogies and in their capacities to understand their students as individual constructors of knowledge in diverse social contexts (Bosworth, 1999).