Understanding And Understanding Of Physical, Social And Intellectual Development And Characteristics Of Student Essay

I have always developed a strong rapport with not only my own students but with students outside of my classes, with several students asking if they can transfer into my classes. I try to have an understanding of what students are interested in and adapt that knowledge for the benefit of my students’ learning. I value their questions and respond to them to the best of my ability either immediately or as soon as I had an appropriate answer. I believe in challenging and extending my

The article, “Creating Birds of Similar Feathers” concerns, issues and topics related to the importance of the teacher-student relationships (TSRs) since it increases students’ performance in class. Therefore, this article relates to teaching and learning because having a good teacher-student relationship is one of the main ingredients in making a classroom well-organized, student-friendly, and comfortable. Without this, teachers would experience difficulty in teaching his or her students as well as for students to learn a lesson if there is lack of communication. From this article, the two points that I found important to the topic are 1) Students learn best and score higher when proper communication and relationship is applied in class; and 2) Teachers should start the first day of class through social activities.

The Freshman 15 has made us girls so crazy that even before we go to college we vow to eat salads and attend gym to do the most vigorous exercises out there. We have already read the articles from google when we entered ‘Freshman weight gain’ in the search engine on how to fight the Freshman 15 and have planned exactly what we are going to do to overcome this phenomenon. Yes, exercise is good just as much as balanced meals are but, you should know that you probably will not gain 15 pounds, that is of course unless you do nothing but eat, sleep, drink and study. As research shows, you will gain maybe between 2.5 to 6 pounds. 6 pounds being over the course of the four years. It is time that the ‘Freshman 15’ myth is debunked and we know what really causes our weight gain.

Interaction between teachers and students in a classroom supports the development of intrinsic and extrinsic motivation and distinctive emotions of children at various age levels. If a teacher initiates positive interaction early, he or she can provide a supportive foundation for the students which develop productive motivations and positive emotions in school and life. This semester my practicum experience has enabled me to clearly identify the positive interactions and make connections with the way my cooperating teacher interacts with middle school students. With my observations, I understand how my cooperating teacher responds to students who lack motivation, how she builds students’ self-efficacies, how she develops growth mindsets in students, and how she identifies personalities in students to help her understand how to motivate her students. Largely, my cooperating teacher utilizes patience, perseverance, and makes

For students to learn what their teachers have to offer, they must feel fully appreciated as individuals within the context of their own distinctive ethnic, linguistic, and socioeconomic backgrounds and with their own particular genders, sexual orientations, and sensory and physical abilities.

I have a tattoo on my arm that reads, “In teaching you will learn, in learning you will teach.” This Phil Collin’s lyric represents one of my core beliefs of being a successful teacher. I believe that students bring just as much, if not more, than a teacher does to the learning process. In my experiences, both as a student and a teacher, students learn best when they have a connection with their teacher and the material they are learning. This being stated, it is not always possible for a teacher to have a meaningful relationship with every one of their students and it is certainly not likely that students will find deep connections within each subject area of the required curriculum. There are, however, ways in which to expand and incorporate content into areas of student interest and work with students in the world that they are living in.

A rich tradition from Socrates, Rousseau, Dewey, Piaget and onwards has emphasised the role of teacher as promoter of questions and exchange within the context of a learning relationship…. Student, staff, and learner engagement is promoted not by traditional leader characteristics (rational, analytic, dispassionate) but rather by leaders with emotional intelligence, a coaching orientation, authenticity and humility…. Making such a personal connection can simply involve talking to students on a more informal level and engaging with them as people rather than exclusively as students. It also involves raising our awareness and developing some understanding about the lives of students. Students often lead complex lives and staff need to understand that wider context: perhaps adjusting to living on their own for the first time, feeling lonely, making friends, caring for parents, dealing with grief, coping with a disability or simply juggling other commitments including family life or employment (Harding, J. & Thompson J., 2011, P.

Developing a positive relationship with students ensures a mutual respect is developed. Control trust and intimacy are viewed as core dimensions of interpersonal relationships. Students who perceived their teachers as exhibiting higher levels of ‘shared control, trust and intimacy reported greater learning’ (Dobransky & Frymier, 2004). Thus proving the importance of developing a positive relationship with students within the classroom.

Effective instruction has much more to do with than just teaching a good lesson. Teachers must consider the needs of their students and how they learn best in order to have effective instruction. There are various models of instruction that are used to enhance learning with our students, Slavin focused on using Carroll’s model of school learning to create a model that can be changed based on need. Within the model adapted by Slavin, there is a focus on quality of instruction, appropriate levels of instruction, incentives, and time. Slavin (2012) argues, “For instruction to be effective, each of these four elements must be adequate. No matter how high the quality of instruction, students will not learn a lesson if they lack the necessary prior skills or information, if they lack the motivation, or if they lack the time they need to learn the lesson” (Slavin, p. 214).

Over the course of two weeks, I have come to realise the importance of building relationships in a year 1 classroom. These relationships are essential in providing the best possible learning opportunities for the students. Through developing these relationships with students and teachers, I have broadened my knowledge and understanding about the children’s individual learning styles, interests and the effect positive acknowledgement has on their participation and motivation levels.

Positive relationships between teachers and students can determine student success or failure. Marzano (2011) notes that “Positive relationships between teachers and students are among the most commonly cited variables associated with effective instruction” (p.82). It is important that, we as educators, recognize the impact we have on our students. Teachers have a big responsibility and that is to not only meet the needs of the students academically, but to meet their needs emotionally as well. When a classroom environment is created and it promotes positive vibes it can channel everyone’s energy to be successful and reach their desired goals. My students and I have built a bond where they know they know when we can joke and laugh with one another and when it is time to get busy with work. Often times some teachers try to be

Long before we are institutionalized, regimented and equipped with number two pencils and colored neat-books; we learn by falling into mud puddles and catching tadpoles. We find grass is green and sprouts between our toes and tickles the bottom of our feet with whispered softness. We sport kool-aid mustaches and know the purple kind is the best. We catch butterflies and learn their wings are as soft as the petals of the most exquisite flower. We learned through interaction using all our senses: touch, sight, smell, hearing and by experimenting. Though we had authority figures in our life that took care of our physical needs and stimulated our learning; we were basically free to explore and learn by watching.

The elementary years are full of major milestones of both cognitive and social development. These elementary milestones as described by Piaget include primarily the concrete operational stage where children develop logical thinking skills including the ability to distinguish personal thinking skills (Bukatko and Daehler, 2012). Elementary educators and care givers have a responsibility to provide and environment rich in play and peer interaction as well as focused on the appropriate zone of proximal development, pushing towards the development of higher level thinking skills.

Commitment to building caring classroom communities – By creating a caring, nurturing and respectful relationship with students in the classroom, students are less likely to misbehave for fear of endangering the relationship. As a teacher that can provide a stable environment for respectful and meaningful learning, I can create a culturally responsive classroom. I can begin the year by getting to know students before class, during passing time and after class to promote connectedness. I can get to know students before behavioral problems occur so that I can prevent or intervene appropriately. This type of student-teacher relationship fosters an optimal learning environment.

The development of self starts at a very young age. When a preschooler is asked how are they different from other children, they usually look at their self concept. Self concept is their identity, of their set of beliefs about what they are like as individuals. Most preschoolers give inaccurate statements about their self concept. They usually overestimate their skills and knowledge. Preschool-age children also begin to develop a view of self that reflects their particular culture considers the self. An example of this would be to look at the different views as self between the Western culture and the Asian culture. Western cultures believe that an individual should seek attention of others by standing out