Teaching And Planning For Motivation And Learner Satisfaction

As teacher’s we are committing to a life time of learning and development of ourselves and our learners.

As an educator, it is my job to find new ways for my students to learn that coincides with their particular learning style and takes advantage of their strengths. In all practical terms, this will mean finding new ways for each of my students to learn in their own particular way. As a whole, my students will need more reason to learn with authentic experiences, hands-on

Pernille Ripp Routledge;2 edition, Passionate Learners How to engage and empower your students, (2015) This book is about how the smallest changes can make huge differences. Sharing the climate of your classroom with your students can lead to great teaching, says Pernille Ripp. Learning even within the boundaries of our state standard tests and required curriculum can help our student achieve their educational goals. Mrs. Ripp, goes on to say that it is about how to motivate your students within and outside of your classroom. It teaches teachers how to be attentive to your students and using innovative lesson plans that will keep students engaged while still meeting state standards. The book talks about how important it is for teachers to break

After learning the channels of communication learners are placed into groups to design and deliver a short fifteen minute presentation on a range of subjects in which I provide. This is a positive teaching method to enable the learner to identify their skills and qualities which acts as a positive tool to help build their confidence and reinforcing their positive attributes and qualities. I then give them hand-outs (that are written at an appropriate level) of the sending and receiving of a message. This is a fully engaging and active lesson which I manage in a sensitive manner, making sure that the more withdrawn learners are comfortable the and not feeling under pressure. I give the learners constructive feedback on a one to one basis asking them to reflect on their indivual performances and evaluate what went well and what didn’t go so well. This also gives the learner to address any issues or difficulties that they have identified.

I structure my teaching practice around the practical application of skills. Rather than teaching in abstract terms, I encourage students to apply the concepts we explore in the classroom to their everyday lives; building connections between the academic and

Successful teaching occurs when the teacher is able to select the most efficient method for reaching out to each student’s individual style of learning and inspire students to rise to their highest potential. While the responsibilities of a teacher are extensive (as one can serve as a teacher, a friend, a counselor, a disciplinarian, an entertainer, a facilitator), I believe that students should play a big part in shaping own education as well.

A driving objective for a teacher is to affect students to advance their expertise in education by finding them the correct course. The teacher should promote positive motivation and inspiration by adhering to legislation and codes of practice which will increase every student’s focus in developing and bridging gaps to display eagerness towards a healthy broad mindset, creative thinking and brighter approach. A mentor should coordinate assessments which will reinforce the ability to perceive individuals’ abilities and knowledge progressions and moreover support them further to boost their learning capacity to acquire a well-established national standards skill set.

I have equally high expectations for all of the students in my charge. If a teaching strategy fails to work for a student in my room, I will find an alternative method. After all, I want each student to succeed, no matter what kind of effort I must put forth” (Brennan).

Schools recognise that highly effective teaching practices are the key to improving student learning. Planning and delivering sessions with differentiated outcomes and activities is particularly crucial for enabling learners with literacy, language, numeracy and ICT needs to achieve. Separating schemes of work and lesson plans will meet the individual needs, aims and experiences of learners.

At my place of work – Include, we do not have ILP’s, this is because we run a twenty week, roll on roll off programme and we wouldn’t have the time. We do however set goals, at the start and during monthly reviews, using simplified paperwork.. Our sister company that teach pre- sixteen’s do, and I have looked at these documents to reflect on anything that would be transferable to my teaching and offer improvements.

We discussed about the role of the trainer and, according to Brentsen ,J.R. and Malthouse, R. (2011) by improving our teaching, or increasing our learner’s experience is the core of continuing professional development and it should be our main motivation as teachers.

As educators, we are responsible for enlightening, motivating, engaging and teaching our students. Indeed, this responsibility

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

My teaching role is to deliver professional courses that meet the governing body’s standards whilst adhering to their policy statements and codes of practice. Whilst delivering courses I use a variety of teaching methods to engage, motivate and support my learners in achieving their goals. Examples include roleplaying emergencies with simulated casualties, discussion, group work, podcasts as well as course PowerPoint’s and guided study through the learner workbook. I hope that clear communication; passion, professionalism and flexibility in my approach are evident to all the learners.

As a teacher, one’s role and responsibility should be towards the learners’ ability to learn and for learning to be as tailored made for the individual learner.