Teaching, Learning, And Student Centered Approaches Essay

By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and

The curriculum for English-Spanish Learners (ESL) or English-Language Learners, was created to assist students who do not speak any or little English. Angela Valenzuela describes in her article, “Subtractive Schooling, Caring Relations, and Social Capital in the Schooling of U.S.~Mexican Youth,” that

The all too familiar situation of English language learners (ELLs) struggling in a classroom that is not meeting their needs is the theme of this short film. ELL’s present unique challenges for teachers given how the California educational system calls for only one year of English language development (EDL). After this time, English language development goals rest on the shoulders of the general education teacher with the additional requirement of infusing SADIE strategies into their daily lessons.

All of my life I have enjoyed helping others. I have also loved the classes I have had with a really good teacher. I think it’s a wonderful feeling to be able to help someone and to know that there is someone there to help me when I need it. I want to help teach the future leaders of this country, as well as those content with just being themselves and staying out of trouble. I honestly believe in Rosseau’s idea that children are born good and that things in society contribute to whether or not they are troublesome. I want to help these children remain good. Although I plan to teach at the high school level, I still believe these “bad” children can be helped with the proper attention and care.

To communicate effectively with anyone, you need to speak clearly, using different pitch and tone to create interest. You should talk at a pace that is neither to slow or monotonous, nor so fast that others can’t understand it. It is important to know the stages of language development. You should also be aware that if you are working with a pupil with special needs, their communication development will be different; this could be for reasons such as autism, speech and language problems, or a hearing impairment.

School sucks. You hear it from so many different types of students, but it isn’t just the students noticing it. These two words are one of the main attention grabbers in a video, by Dr. Tae, that addresses some of the problems with our education system. One of the problems Tae addresses is depersonalization, but he only mentions it at the university level. However, when looking at other sources it becomes apparent that depersonalization is occurring throughout our education system.

Educators in secondary education public schools have adopted new methods in the delivery of instruction as a response to the increase in the number of students per classroom, the increase in ethnic diversity among students, and the inclusion of special education students in general education classrooms. These methods include collaborative teaching practices that incorporate a joint effort among educators to ensure that students gain a more productive and effective learning experience while in school. Not only would collaborative practices be ideal for student-centered teaching, but it would also be beneficial to educators as a collaborative experience may give teachers insight into alternative lesson planning approaches, offer opportunities for teachers to try new co-teaching techniques, and allow teachers in different content areas to share knowledge. However, collaborative practices may also become problematic if educators have incompatible personalities, are unable to develop clear communication, or lack administrative support. Through interviews with a special education English teacher, a Spanish language arts teacher, and the principal at the Bronx High School for Medical Science, an analysis of this school’s implementation of collaborative teaching was conducted to identify central aspects that promote successful collaborative experiences for educators.

Shanahan (2011) makes an excellent point that for each discipline there should be a different way of ensuring that learning is taking place. Not all disciplines are the same, so their approaches should be different as well. If students struggle with history they may also struggle with English if they are taught the same way. Learning goals and strategies vary by class and so should teaching method and delivery. The points in this article should be taken into consideration when teachers create lesson plans.

Dual language students will receive the same curriculum as English-only students. The academic goals of the program are to promote high levels of achievement in both English and Spanish. The program goal is first and foremost to support the ELL students as for the school adopted a two-way program to both support ELL students with peer models and also because district and community believe this program to be an asset to all students who wish to participate. Ultimately, the program’s overarching goal is to promote bilingualism, biliteracy, and cultural competency for both English and Spanish speaking students. For cultural aspect, this school exposed their students with Spanish language and culture through the text students have to read in the

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,

The activities strategized in the lesson plan can be accomplished in small group or as a class group with teacher lead instruction. This strategy will encourage students to have open dialogue about the choices and answers when collaborating with their groups or the class. Anticipation guides does an excellent job incorporating Structured English Immersion (SEI) strategies by stimulating their previous knowledge and making educational prediction of what may transpire on the

The author will reflect on the article “Preschool World Language Learners’ Engagement with Language: What are the Possibilities? The prevailing thought that younger is better when acquiring a second language is shared by language education professionals, parents, and administrators (Kearney & Ahn, 2014). Although studies show evidence that a young learner does not have unlimited advantages due to age, beginning the learning process earlier gives opportunity for attainment of language abilities throughout the lifespan (Kearney & Ahn, 2014). World language learning (WLL) continues to increase in popularity in the United States (Kearney & Ahn, 2014). This author will reflect on the outcome of an exploratory study of preschool classrooms participating in the same WLL program. Discussion will include language awareness, teacher-initiated engagement with language, and student-initiated engagement with language.

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.

There are several ways that student-centered learning can be described, and they all lead back to the same basic idea, the student. First, student-centered learning can be defined as a discipline that involves the interaction of a team of students that experience creative learning to be used in the real world (Thornburg, 1995). Thornburg (1995) also mention that students are essential to the classroom, just like a team member is essential to a game. He says that teachers are part of the definition of student-centered learning, but they are not the main attraction. The students are the focus, and the teacher is the one who can assist among small groups of students. Eaton

In the field of education there could arise many philosophical ideas of each individual teacher. Many of the past philosophies have been and still are used in today’s education programs, such as the Socratic method. My philosophy will also contain some of the many philosophies of the past and possibly the future. I will state the nature of students, the nature of knowledge, the purpose of public education, method, and curriculum according to my own philosophies, which also may be based the philosophical ideas of previous individuals.