The Hidden Wholeness Essay

While the individual teaching styles of the team were very different, it became apparent that commonality existed in terms of supporting the growth of our students. After team collaboration, we adopted the following vision statement: “We will provide a classroom climate that fosters thoughtful and respectful consideration of alternative viewpoints and ideas, personal ownership of learning, and individual construction of personally meaningful knowledge.”

In an informal discussion between myself and the class teacher we would determine our roles throughout the activities, what teaching styles will be used to match the needs of the individual children or groups. Discussing the individual children and preparing to provide additional support ensuing all needs are met, any barriers that may become apparent during the lesson can be overcome without fuss.

Regardless of an individuals’ motivation, members of the group have a right to learn in an inclusive learning environment that is not marred by un or de-motivated learners.

College is a time when most individuals are experiencing major changes and begin to explore new perspectives. The transition in becoming more independent, creating new insights and peer influence are key factors in changing the perspective of an individual. Students are faced with new ideas from their professors, family and fellow peers. Through that acquired knowledge many students decide that they either agree or disagree with the perspectives that they are taught. Allowing the right of ‘Free Speech’ on public college campuses has become an important issue that many public colleges are starting to address. In college students are capable of

Attention need to be is given to individuals that is fair to them, although this can be difficult at times especially when working with groups because children have different varying needs, some children need more support than others, so getting the balance right is essential to give children or young people the opportunity to participate. This can best be achieved by encouraging children and young people to put forward their own ideas, understanding that some pupils may find something’s difficult and need more assurance from you, understanding the needs of all pupils for example a child who has special education needs, will require different levels of support, sitting close to pupils whilst they are working will provide reassurance. Please see TDA 2.6: Help improve on own team practice in schools; Learning outcome 1.1

The book I would like to tell you about is called Among the Hidden. The author of this book is Margaret Peterson Haddix. In this book, there is a boy named Luke Garner who has never been able to leave his backyard. He has only been able to quickly peak through blinds for fear of being seen. Until the day the workers started cutting the trees down, Luke was able to experience a little fresh air while rough-housing with his brothers in their isolated backyard farmland. The reason for this is because of the population law. The government believed that there wasn’t enough food to feed the growing population, so they made the law that there is only a maximum of two children allowed in each family. That meant that Luke was an illegal third

In school, students can take information from their teacher. They can go through the information and change it to make it easier for them to understand. The teacher and the student may have different ways of explaining or learning about the same thing. In this example the teacher would be the dominant “group.”

Gravells (2014) states: ‘You are not teaching your subject to a group of learners who are all the same, but to a group of individuals with different experiences, abilities and needs, which should be recognised and respected’.

The promotion of pupil voice is a complex task which demands the commitment of the entire school community. Critically discuss the rationale for the development of pupil voice throughout all aspects of school life and consider how teachers and senior managers can facilitate pupils in forming and voicing opinions while also ensuring the equality of opportunity for all.

In many places throughout the world there are rigid top-down cultures and theories on education. These cultures have been seen in World War II Germany, in literature, and in education. It has been shown throughout history that these cultures can and will cause many problems to fester as a result. These issues include the manufacturing of sheep-like masses that simply follow what they are told and taught, the culture losing its ability to distinguish between what is morally right and wrong, and the forced masking of emotions and true feelings. The only way to prevent a culture from simply manufacturing sheep-like masses is by encouraging people to not be afraid to stand out in a crowd and allowing, and even embracing, free thinking.

We all took time to read each students case and formulate our own opinions and ideas before bringing them before the group. Each group was giving all the time they needed to prepare there discussions. We were able to reach consensus by listening to the opinions and feels and arguments of all other group members. We actively listened to each other point of view. After each group member spoke we discussed the reasons behind their answers.

Renee Herde makes a valuable point in the fact that students need to feel safe in their learning environment so therefore it is necessary to promote and enforce a high level of confidentiality and respect to hear what one another has to say. Each learner should be encouraged to say what they feel is necessary and should be responded to accordingly, because if they have the need to voice their comment to a classroom full of other people it was obviously important for them to let it be heard. Someone to just disregard their thoughts is a lack of respect possibly making the learner less inclined to join in future discussions; this should not be tolerated.

Group discussions of expectations and inclusion of all views may ensure that every student feels heard and included. This form of inclusion can facilitate a memorable establishment of ground rules/boundaries which are individually as well as collectively meaningful. However, this may be compromised by students with special needs such as auditory problems and students whose first language is not English these issues if not catered for can hinder the inclusion of that demographic of student when establishing ground rules (Feiler and Watson, 2010).

This assignment will critically review the key issues for the preparation of an effective learning environment and appraise the opportunities and challenges experienced when facilitating learning in practice.

Like it or not, there has always been diversity among students in the classroom. It is the fact that each and every student is unique. From every circumstance, students bring a varying set of values, perspectives, and beliefs to the learning environment. Understanding the character of students is important in order to become a competent teacher. In fact, teachers should be aware and recognize students, as unique individuals, all acquire information differently than others. Some of these differences are due to developmental variations in cognitive, physical, intellectual, moral, emotional, and social changes caused by maturation and experience. And this reality of classroom conditions makes instruction much more challenging for teachers and