Supporting Teaching And Learning Essay

Respecting a child’s needs and understanding them. The role of the teacher is important as they are mainly involved with the development of the child through learning and play. The teacher must form a relationship with the child that is mutually trusting and respectful.

Primary school teaching is the single most important profession in the world. Teachers pass on knowledge and values to children,

My role as a teacher is to create a learning environment within the classroom where children primarily feel supported and understood. Through getting to know the whole child, including their background, interests, friendships and learning style, I am able to communicate clear expectations of behaviour and academic performance, and thereby provide an appropriate level of challenge and support for each child. Such an environment allows children to have a powerful experience of learning where

Social and emotional development - forming relationships, learning social skills, self reliance and decisions making. Developing self confidence and learning how to recognise and deal with emotions.

The importance of establishing a strong and meaningful educator-child relationship has been acknowledged and stressed by both NQS and VEYLDF. According to NQS 5.1, a respectful and equitable relationship is required to be constructed and maintained between educators and each child. It points out that experiencing supportive relationships enables children to express their ideas, to establish self-assurance and to see themselves as competent and capable learners. This is reflected in the VEYLDF, according to which the Practice Principle 5 states that the nurturing and respectful relationships with educators enable children to learn and become confident individuals (DEECD, 2011). Furthermore, the goal of NQS 5.1 is to provide consistent reciprocal

All adults who work within in a school environment have a responsibility to themselves and the school to model a high standard of behaviour, both in their dealings with the children and with every other adult within the school as their example of behaviour has a significant influence on the children’s behaviour. Good, strong teamwork between adults will encourage good behaviour in children. All staff must be effectively prepared and supported for their role and receive the appropriate training needed to support the children in their care. A child or young persons need for help and support must be properly co-ordinated

Assessment is essential in teaching throughout any subject or course in practical and theory work. First initial assessment is used to ensure students are on the correct course. Once learning starts differentiated formative assessments are carried out throughout ending with summative assessment which usually warrants a grade or a pass.

During this year children would have developed a good understanding of knowing what is expected of them. They will have

Children, for instance, are not always pleasant to be around. They are growing and developing into being an individual, which can look very messy as they learn how to communicate, to work with others, empathize, self-regulate, as well as not lick everything. In fact, as a developing educator I must first understand that this profession is not for the faint at heart. It takes dedication, commitment, time, attention, and continued professional development while utilizing evidence-based research to ensure I have the necessary tools to meet my students’ demanding needs. Loving children is certainly part of the job, however, there are elements in love that are necessary to produce effective care. For instance, guidance is an essential element of love as boundaries are another(Gonzalez-Mena, 2017,p.175). Without guidance or boundaries, a child will have a difficult time self-regulating and understanding the limits within their environments. Children need assistance to grow and develop through the various factors that are often at conflict with one another(Gonzalez-Mena, 2017,p.174). Therefore, to be an effective teacher, one must provide a responsive learning environment that will guide and encourage the child to develop to their fullest in every domain.

Having previously discussed both behavioural and cognitive theories within incident one, it is important to consider the humanism approach in connections to motivation and personalised learning in incident two. According to humanists, it is believed that children’s holistic needs must be reviewed and resolved before educational needs can be considered (Lazarus et al., 2013). This is reinforced by Maslow’s Hierarchy of need theory (1954) which aimed to identify the needs in which humans have and the order of priority that these needs occur (Jarvis, 2005). With this being said, Price and Howard (2002) and Biggar (2011) state that if these needs do not get addressed, children’s educational progress and success may be interrupted.

Having a positive outlook at school i.e. having self-confidence and self-esteem gives children the choice to build independence. Showing expected behaviour by example i.e. being a good role model, and valuing their work and achievements will all help build up a good relationship with a child. This will all help in leading to better resilience. How children relate to other people depends on their emotional well being and resilience. As children develop they begin to interact with others. Children who feel good about themselves will be able to relate to others in a more positive way. This in turn will make them feel better emotionally and could help their confidence, in-group situations. It is important that practitioners help children to feel positive about themselves. High self-esteem helps children overcome set backs and cope with difficult situations such as disappointment and hurt feelings. If a child is happy and has high self-esteem this makes the process of relating to others easier. Low self-esteem may mean that a child may start to compare themselves with other children in the group. This can affect their emotional well being if they think that they aren’t doing as well as others.

While there is a need to extend the evidence base, the report also found that more could be done to promote what we already know about the benefits of promoting emotional and social competence and wellbeing. This would help to develop practice in this area. It is recommended that DFES communicates the rationale for work in this area through guidance and case studies which emphasise the synergy between work on emotional and social competence and wellbeing, and more tradional educational goals of cognitive intellectual development and academic

Social and emotional development is the development of the child’s identity and self-image, relationships and feeling about themselves and learning to live with others in both the family and society which is one of the most important parts of development.

This author when on to state that, the roles of teachers’ is to act as a professional because one’s role can influence others. Wilson (2008).

Much of the research in the field of school-based counselling has so far concentrated on measuring effectiveness (Cooper, 2006). However, if counselling services are to be successfully embedded into school culture, explorative research to understand the perceptions of service-users and stakeholders alike is necessary and will aid the success and survival of provision (Fox and Butler, 2009). With this in mind, the aim of the proposed study is to explore the subjective views of teachers in relation to the indirect impact counselling has on academic attainment; that is, do teachers report any noticeable improvements in academically related outcomes such as the behaviour, learning, or motivation levels, in those pupils who attend counselling and, if so, do they attribute this change to counselling?