Teaching, Teaching And Teaching

Engaged pedagogy focused on rethinking teaching practices and “is more demanding than conventional critical or feminist pedagogy” (15) meaning there is no one correct strategy to teach a class because freedom in learning build students’ interests in the subject differently and focus on the welfare of pupils. I would like to add that engaged pedagogy is the framework of teaching to stimulate learners how to participate in collaborative learning and acquire critical consciousness. Collaboration in the classroom makes learning environment more relaxing and exciting for students to participate. When students feel safe in their learning environment, they become comfortable to participate with their peers and trust their instructor. Critics have

Pedagogy is a word that is used to describe the art and science of teaching. Pedagogical roles are the many and varied that a teacher may perform while teaching, such as structuring, soliciting, responding and reacting. Other roles involve assessing, criticising, discussing, encouraging, enquiring, evaluating, explain, giving individual instruction, lecturing, organising, presenting, questioning and answering, repeating and reviewing and team teaching and tutoring etc.

Facilitating a foundation in academic or philosophical pedagogy can help form a path for the educator, a path to better understanding teaching, education, learning and learners. Often, most of the programs designed for learners and the curriculum is often derived from theories. Understanding theories can help guide a teacher through their education journey. Sometimes, teachers may struggle with classroom organisation or implementing the curriculum in a considerate, all-encompassing and engaging way, especially if you are a CRT or Graduate Teacher - and often these concepts can help inspire and encourage teachers. To be an empowered teacher means your classroom and students will be empowered learners, and that is the best type of learning. There are many theories that have contributed to education as a body and has many of these theories help educational departments plan curriculums to benefit not only teachers but also all students. What makes for a great teacher is considering the characteristics of the local community as well involving students’ families’ in the school body. Influences that help shape a teacher’s identity can include…

The syllabus consists of five specific topic areas: • • • • • Topic 1 Learners and teachers, and the teaching and learning context Topic 2 Language analysis and awareness Topic 3 Language skills: reading, listening, speaking and writing Topic 4 Planning and resources for different teaching contexts Topic 5 Developing teaching skills and professionalism.

But teaching is not an independent entity; it must co-exist with the learning process. In fact, Wood solidifies the relationship between teaching and learning by pointing out that, "the most powerful relationship between a teacher and student comes when they are both learners" (27). What Wood suggests here is that learning is a process that also involves exchange of lessons between

Throughout this assignment, I will be critically analysing how 'Educating Yorkshire ' represents teaching, whilst making strong references to teacher relationships and engagement. It could be assumed that teachers are solely there to teach, which of course they do, however, the role of a teacher goes beyond the delivery of the curriculum. Although modern day teaching may involve a much more pupil centred approach known as the 'progressivism approach ', present teachers still have highly complex roles when it comes to the every day involvement that they have in their pupils lives and learning. This is true of a recent fly on the wall documentary named 'Educating Yorkshire ', which is filmed in a high school in Yorkshire. According to

First of all, what is ‘’ Pedagogy? The term pedagogy can simply be described as the art of teaching.

Active engagement occurs in the classroom when a teacher makes the connection between teaching and learning through pedagogy. The choice of pedagogy must see fit with the content of the lesson which in return will assist the teacher in constructing a more meaningful and supportive learning environment where students’ are more willing to participate and be actively engaged. The most important skill in pedagogies is relating the learning experience to real world situations in which students’ can relate too (Churchill et al., 2011).

Pedagogy from the greek ‘Paidagogia’ is the art and science of education and the way we teach. Interest in studying pedagogy and how effective pedagogy is transmitted has increased in recent years and there are a multitude of sources that we can explore and analyse in order to answer that question. (M. K. Smith 2012a). Education is about giving time to discover new concepts whilst being encouraged to do so in a social environment (M, K, Smith 2012b). Education in general is a very practical activity and is concerned with changing old principles as well as teaching new perceptions. Many people have the misconception that pedagogy is only about teaching, it has other forms, a process of living and not a preparation of future living. (John Dewey 1963). The process of education and teaching is carried out by several people during our lives, parents and carers, work colleagues, acquaintances and friends and specialist educators (M. K. Smith 2012c).

Connor, Jakobsons, Crowe, & Meadows, 2009; Klauda & Guthrie (2015) (as cited in Abdelhalim, 2017) wrote, “Research on the motivational aspects of reading has reached that there is a strong and positive correlation between reading engagement, keeping students attentive and involved for extended periods of time, and higher student achievement in reading comprehension. This passage is a clear indicator as to why the curriculum isn’t pertinent for all. In addition, Vaish (2016) and Wigfield et al. (2008) identify the term ‘engagement’ as a goal of teaching reading as a consistent with a multi-dimensional approach in that it includes behavioral, emotional/motivational, and cognitive aspects. I believe there’s no doubt that every child is capable of learning. However, through perception, design, and non-relatable materials minority students do not always measure up to the standard of the curriculum; which does increase the achievement gap.

Language is the method of combining words to create meaning; it is the discourse between people and communities. Language exists so that one can communicate with another. Just as David Crystal states in his talk on Englishes, “You want to have a language that reflects your local interests, history and things that happen around you. All the things that happen in your language.” (2013) How one communicates with an individual will depend on the circumstance, for example a conversation between colleagues versus a stranger on the street will differ in terms of topic of discussion, body language and tone of voice. How an educator communicates with a student will shape the relationship between the two, as language determines authority or equality. The language and social experiences between a child and their peers or adult figures in their life will also determine how they communicate to another individual. Language and communication skills are imperative for a child’s education as it is the platform for other forms of development. There are many ways language can be taught; it is essential that educators understand these processes, as there are different ways of teaching language. (Grellier, 2014) The first way to look at language is as an object where language illustrates the meaning of subjects with a material form. In relation to the classroom, language in object form is structured and allows children’s language development to be studied further. The second term is language as

French, 2007 defines pedagogy as the practice or craft of teaching in the interactive process between teachers and learners and the learning environment which includes family and the community. Under Siolta, the national quality framework it is defined as the range of interactions to support the holistic development of children by embracing both care and education within settings.

Teaching is complicated and intricate experience included the teacher, the students, and environment (Harrison et al., 1999). Earl (1983) said only a small number of teacher make an improvement in development of students’ skills, and the evidence that traditional instruction is positively related to the development of skills for students was rarely found. However, some teachers make an improvement than others. The reasons for this are varied, but the goal of teacher in physical education is same. The goal is to have students enjoy and play the game well. So, how should teachers do for effective teaching? Rink (1996) summarized effective teaching in physical education.

It needs to be understood that “schools are institutions with particular social practices” (Green, 2006, pp 4) that include language practices and that there will most likely be children who are unfamiliar with the Discourses the schools has. Children that have an easy transition from home to school are usually already conditioned to practicing literacy in similar ways by their parents and more often than not, are the ones that are recognised and rewarded in school for their accepted behaviour. However, the children that are brought up in households that speak other languages tend to not receive the same recognition to their former peers as their language practices and the way they use their language are different to the ones valued by the school. Because of this, it is crucial that teachers overlook language as a task to succeed in and observe the interests and needs of their students and how they use language – accepting it rather than rejecting it to being inferior. Children should not be made to feel like outsiders and worse, to lose respect for themselves and this can be managed by making sure teaching practices are made to cater for all.

There are many activities that occur in education. Teaching and learning are showcased as being the two most important by Hoy and Hoy. These activities require an impressive skill set to execute successfully in the classroom arena. The purpose of everything that transpires in the name of education is for the sole purpose of student learning. I agree with their assertion that student differences impact the amount and rate at which students learn. Students have great differences in race, gender, learning styles, intelligence, and emotions. Hoy and Hoy’s view of improvement as being progressive and constant, was hard for me to wrap my head around in earlier years. Constructive criticism appeared to be a means to keep me suppressed and in check. Luckily, I learned the ignorance contained within my thinking. Things like professional development, observations, and PLC’s were meant to improve my skills as a teacher. Constant collaborative and reflective analysis helps correct imperfections and oversights as we strive for higher student achievement as the school-year rolls on. As Hoy and Hoy mention, these are obtainable through principals that communicate the clear vision of the school to all involved stakeholders. The correlation between positive influences and success is discussed as well. I know first-hand that having a vested interest in my school and students improve everyone involved.