Teaching And Quality Of Teaching

A child with learning problems may be many developmental years behind their peers, this will have a big impact on what they can do in all areas of development including physical skills, social skills and intellectual skills. They may find it especially hard to interact with children of the same age or stay interested in conversation. They may also need to have one-to-one lessons at school to help educate them as they may not be at the same cognitive stage as peers. This may leave them feeling left out.

Learning disabilities are a life long struggle but if caught at a young age and early intervention takes place. The stress on the child and family is greatly reduced. Learning disabilities spread to every part of a child’s life affecting them socially. Teachers must remain professional and refrain from calling students lazy as in Adams case. A good teacher or specialist can demystify a learning disability and help a child’s

According to “Learning Disabilities Fast Facts” by the National Center for Learning Disabilities, “Close to half of secondary students with learning disabilities perform more than three grade levels below their enrolled grade in essential academic skills (45% in reading, 44% in math).” This fact proves that when disabled students are in a classroom that contains both disabled students as well as nondisabled students, disabled students are not learning to their full potential or may not be learning at all (Learning Disability Fast

There are many different types of learning disabilities; the most common ones are dyslexia and attention deficit disorder. (Jerome Rosner. –third ed. 1)

"More than 10% of normal children in primary schools have learning difficulties to some extent" (Holle, 1976). Teachers should try to find the problem the student is having and find them the help they need by consulting with parents or counselors.

There are many different factors that make it difficult for a lot of children to fully access standard education. This may be due to poor physical or mental health, or a disability that prevents them accessing certain subject areas. Consequently, these disabilities may hinder certain developmental areas of some children and young people.

Other children with mild learning disability can grow up to be independent. Also, a child can have a specific learning difficulty in reading, writing or understanding what is said to them, but have no problem with learning skills in other areas of life. A child who has learning difficulties should be encouraged to develop in all areas to the best of their ability and as much as they can. Health If a child suffers from poor health or a physical disability or impairment, this may affect their developmental opportunities. For example, a child who has a medical condition or impairment may be less able to participate in some activities than other children. This may initially affect physical development, but may also restrict social activities, for example, on the playground. The child’s emotional development may also be affected, depending on their awareness of their needs and the extent to which they are affected. External Factors: Poverty and deprivation: Poverty and deprivation are likely to have a significant effect on pupil development. Statistics show that children who come from deprived backgrounds are less likely to thrive and achieve well in school, as parents will find it more difficult to manage their children’s needs, which will in turn impact on all areas of their development. These will all affect the way in which pupils are able to respond to different situations. Looked after/care status: If a child is looked

Hudgins, B.B., & Riesenmy, M.R. (1994). Teaching self-direction to enhance children’s thinking in physical science. Journal of Educational Research, 88(1), 15.

A good strategy that can be put into place to help support those children is ‘Nurture groups’ these attempt to create the features of adequate parenting within school with opportunities to develop trust, security, positive mood and identity through attachment to a reliable attentive and caring adult, as well as autonomy through the provision of controlled and graduated experiences in familiar surroundings. Within mainstream schools Nurture groups are of great significance this is because working on a one to one basis with the child with the difficulty would allow them to get more out of there education and they would benefit greater this is because they feel that the practitioner would show more interest in what they had to say and do, in comparison to working with a class of 30 or so students, mixed ability all competing for the teachers and TA’s attention. Allowing the child to work away from distractions and away from having to miss behave to receive attention, in return this will allow the child to focus on the work and curriculum. The main purpose of nurture groups is to provide students with a safe and secure environment that provides the right conditions which are needed for a child to develop emotionally, socially and cognitively (Boxall, 2002). For teachers this might mean for them to put in place strategies such as reward systems that would benefit that particular

The Moderate learning disabilities with the aim of replacing the rather unpleasant-sounding phrase ‘educationally sub-normal’ with the more positive term ‘learning difficulties’.

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

The results from the research I will be using in this assignment, will potentially provide me with a deeper understanding of how to develop key strategies that can assist students in secondary education who have developed emotional and behaviour issues due to poor literacy skills at an early age. In keeping to Teaching Standard 2, I also hope to discover techniques that will assist pupils in taking responsibility and pride in their own work, realising the value of their skills and being able to recognise their improvements and successes within both their work and their

The aims of this reflective report are to demonstrate the difference in teaching and learning for pupils within this setting. Also understand the impact one to one support has on a child. Finally to gain understanding in

According to Paul Williams, ‘Learning Difficulty’ cannot be defined (social work with People with Learning Difficulties). Arriving at a generally acceptable definition of learning disability is a difficult

Total quality education. The primary factor of total quality in education is school improvement. School improvement is a continuous process, which involve strategies that purpose to establish, develop, and focus on the talents and skills of teachers and students based on the visions of the educational and personal goals. School improvement involves collaborative leadership, personalizing the school environment, and assessments to improve leader effectiveness and school performance. In a system of total quality, there must an atmosphere of supportive and harmonious relationships between school leaders and staff, and open communication between the school and all its social agents (Saiti, 2012). In order to have total quality education, proficient leadership and commitment to effective teaching and learning must exist. Principals and other school leaders must ensure that they have the necessary skills, tools, and mindsets to stimulate school improvement.