Teaching practices

Thank you for agreeing to consider my CV and please feel free to share it with other leaders at Griffith University. Let me begin by providing a narrative of where my career is at present in relation to my Research profile, Teaching philosophy, and Leadership experience to show the depth and breadth of my experience. I hope you will see how I could add important new but complimentary capability to leadership at Griffith as a senior academic. Please keep in mind that I have a particular interest

In the book Pearson Custom Education, five educational philosophies are discussed and what each one represents what a teaching and learning is distinctive to each other and some of them is easily observable in nowadays moment when in contrast, some of them are rarely to be seen. The first among the five philosophies is essentialism. It is a teacher centered philosophy which “puts little stock in what students want in terms of what and how they learn” (Powell, 2015, p.71). There are requirements for

child’s learning ability and influence the learning strategies that employ? Our society these days are divided into two different ways of thinking on the education. Some may believe that alternative methods are better than the traditional methods of teaching but yet these two methods are both a successful ways.

This document aims to provide teachers an introduction to the new SEND code of practice and how it affects schools and teaching practices. The main objectives of this leaflet are to: • Give an understanding of the rationale and content of the SEND Code of Practice 2014. • Audit the current practice in school and formulate an action plan to ensure successful implementation of the new document. Some important dates in the chronology of the new legislation that the government had put into place last

course I am in gave me so much useful information as to how to respond to students, maintain control of the classroom, and prepare myself for the beginning of the year. I still don’t feel completely confident in this area because I am missing the practice piece. However, I feel that I have the knowledge I need to prepare me for situations in the classroom. I also feel more prepared to work with diverse populations after my field experience in an ELL classroom this semester. I am closer to reaching

Self-Assessment Creating and implementing this unit on division for this diverse fifth grade class was able to help me grow as an educator. While there were many strengths from this unit, there was also some areas of growth that could have been made in order to make the unit even more successful. One major strength from this unit was the differentiation of instruction and assessments. An area of growth for this unit would be to create a stronger behavior management system in order to make the time

for critically reflecting upon their practice. No person every stops learning, so no matter how long someone has been teaching, time must be given to reflect upon their

principle qualities of a good teacher. Interestingly, as part of the SKE course I was given the opportunity to spend some time in a college, observing and assisting in lessons to students that needed to retake their GSCE exams. The main method of teaching in these classes was purely instrumental, with the goal to equip the students with the knowledge to pass their GSCE exams but without any deeper understanding of the methods. No emphasis was put on

the information that they have been given. The biggest difference between student-centered education and traditional education is that with student-centered education a variety of teaching methods are used (Blumberg, 2008). People all learn in different ways and at different levels and using just one standard teaching method does not always work for everyone. Learner-centered education is beneficial to both the teacher and the student in that it provides the perfect environment for hands on learning

1. Demonstrates an attitude of reflection and thoughtfulness about professional growth and instruction. Reflections and thoughtfulness about professional growth and instruction has become a part of my everyday routine while I have been student teaching. After each day, I take time to think about how the lessons for the day went and what I could do to improve as a teacher. Also, I get feedback from my mentor teacher and the co-teacher in the classroom on things that they noticed that I could improve