Understanding And Using Inclusive Teaching And Learning...

Understanding and Using Inclusive Teaching and Learning...
Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training 1.1. Inclusive learning is about recognising that all
your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved
and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher
can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual
learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own...
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Once the students have completed the lesson, they can use all of the skills out of the classroom and into their everyday life. 2.1. Creating an inclusive
learning environment benefits all students to enable effective learning to take place. The environment in which you are teaching the subject can
sometimes be restricted but teaching can take place anywhere not necessarily just in a classroom, for example, colleges, learning centres, the
workplace, prisons are to name just a few. When teaching you would need to consider the venue, rooms and resources but also your attitude and
support as this can also have an impact on the students in which they will learn. 2.2. It is important to select a number of teaching and learning
approaches as individuals can face a number of barriers causing them difficulty to learn. Maslows (1987) Hierarchy of Needs shows that if all five
aspects of this theory are met, which are, self actualisation, self esteem recognition, safety/security and physiological it creates a healthy environment
for learners to progress and achieve their goal. 2.3. Motivation is what causes us to act, it is either intrinsic (from within) which means to learn for your
own fulfilment or extrinsic (from without) which means they may be an external factor motivating the learner. To help motivate learners you can set
targets, be professional, create interesting and relevant tasks or activities, engage students and give them the opportunity to
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Advantages Of Talk And Chalk Teaching Method
PART 1
INTRODUCTION
1.1 Introduction
This section will discuss about the teaching strategy employed by the teacher in teaching Accountings to the secondary school students. The "Talk and
Chalk" teaching method will also be discussed.
1.2Background to the Study
Rena (2010) informed that the UNESCO commissioned Report 2009 commented that "Talk and Chalk" teaching method may not be appropriate to
prepare students to move into the 21st Century. Gatto (1999) commented that the traditional teaching is inappropriate, teacher–centered with no
opportunity for students to learn problem solving skills and to experience the real world situation. Abd. Aziz (2013) believed that too much emphasis
on the pen and papers will result in students being able to do well in written work but weak in communication skills. Hence, good grades do not reflect
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The aim of this study is to establish the challenges of teaching financial accounting in secondary schools. The result showed that only 25–36 percent of
the students in the 9 schools obtained a credit and others are either failures or ordinary pass. It was recommended to use guided discovery in order to
teach effectively. Guidedlearning is the teaching of concept in an orderly manner from general to specific.
Cantrell (2004) suggested that there are two different teaching methods to teach financial accounting and they are exposition and inquiry. The
exposition method is considered to be the conventional way which involves leader–centered, leader–active, learner passive and content emphasis. Some
of the examples are lecture, traditional demonstration, discussion, panel discussion, guest speaker, storytelling, reading of textbooks, drama and
handouts or manuals. While the inquiry method is characterized as leader–facilitated, learner–centered, leader–facilitated, learner–active and learning
process

SLA Lg teaching methods & approaches
An Overview of Language Teaching Methods and Approaches "...there is, as Gebhard et al.(1990:16) argue, no convincing evidence from pedagogic
research, including research into second language instruction, that there is any universally or 'best' way to teach. Although, clearly, particular
approaches are likely to prove more effective in certain situations, blanket prescription is difficult to support theoretically. The art of teaching does not
lie in accessing a checklist of skills but rather in knowing which approach to adopt with different students, in different curricular circumstances or in
different cultural settings (Klapper 2001:17). Such pedagogic choices are most effective when underpinned by an appreciation of what... Show more
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This distinction was developed and recast by Richards and Rodgers (1982, 1985) as Approach, Design and Procedure, encompassed within the
overall concept of Method, "an umbrella term for the specification and interrelation of theory and practice" (Richards & Rodgers 1985: 16) where
Approach refers to the beliefs and theories about language, language learning and teaching that underlie a method Design relates the theories of
language and learning to the form and function of teaching materials and activities in the classroom; Procedure concerns the techniques and practices
employed in the classroom as consequences of particular approaches and designs. (Richards & Rodgers 1985:17) There are many publications
discussing the various language teaching methods employed over the years. We have drawn here, inter alia, upon Chapter Two of H. Douglas Brown's
Teaching by Principles: An Interactive Approach to Language Pedagogy (Longman/ Pearson Education, White Plains, New York, 2nd edition 2001).
Brown draws a distinction between methods as "specific, identifiable clusters of theoretically compatible classroom techniques" (p15), and
methodology as "pedagogical practices in general...Whatever considerations are involved in 'how to teach' are methodological" (ibid.).'Methodology'
here can thus be equated to Richards and Rodgers' 'Procedure'. Pedagogic approaches are

Teacher Reflection Paper
Even as a native speaker, teaching something as complex as another language will always present certain challenges. During the course, and
particularly during the observed teaching sessions, I learned several techniques and theories that I feel have greatly improved my ability to teach and
control a classroom. More specifically I learned about the different aspects of teaching from lesson planning to classroom management. Furthermore, I
gained knowledge of different teaching approaches and philosophies and was able to find out which ones worked best for me.
What is a good teacher?
Obviously there is more than one way to be an effective teacher. This may depend on what is being taught, what the teacher is like already as a person
and of course the students. As William Arthur Ward said "The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates.
The great teacher inspires" (goodreads.com). This quote demonstrates that being a great teacher is about more than just telling students about the
material. A good teacher is someone who understands this and thus is able to modify the class to suit the needs and personalities of their students.
This requires a teacher to be adept at gaging the level of proficiency of the students and to teach accordingly. It also requires patience and motivation to
teach. In order to be effective in the classroom, teachers must also be prepared an organized. By focusing on these attributes and by combining this

Teaching Experiences With Phonics And How They...
Article one, teachers give their account on their teaching experiences with phonics and how they incorporated a culturally relevant curriculum. A third
grade teacher who taught history was teaching the basic information about different cultures than the actual culture from their perspectives. Another
teacher taught more on inferential teaching, relating what we know and experienced in our own life. One of the teachers taught phonics by making a
personal alphabet book with the help of the parents using letters that the child was familiar with or liked. The personalized picture book was similar but
the student used different types of material to make their book. The book represented and depicted who they are as a student. Last lesson was the
morning circle where students were able to use their native language to greet others and talk about themselves. Article two, starts off discussing what,
explicit systematic phonics instruction means (Mesmer, H. E., & Griffith, P. L., 2005, p. 366). Everyone has own interpretation of that phrase which
needs to be correctly defined. The phonics instruction has two separate meanings both are teaching encoding and decoding of sounds. It also very
important because the phonograms is part of the English language. The students use phonics to by corresponding sound to letters, spelling, and
understanding the meaning of the words. Explicit and systematic phonics originated before 1900 but both were used together after 1900 to teach
phonics. That

The Importance Of Teaching Writing
Writing, according to the students, is a secondary in comparison to how the other skills are thaught such as reading and listening. The students view
writing in ELI a subordinate skill that is used to practice vocabulary and grammar with limited attention put on the writing skill per se. It is used to
reinforce vocabulary items taught in the reading, practice grammatical rules, and recompose correct sentence structure containing the topic assigned.
Teachers expressed that writing is a sub skill. Teacher E says, "[i]t's a sub skill of course. It's a sub skill but they are marked on it" (D3, line172). Like
teachers, students perceive writing in the same way, Banan observed that teachers do not give much importance to teaching writing: I've ... Show more
I think the curriculum is useful" (Banan, F3, line 8). Students noticed a difference between the workshops' teaching approaches to writing, and their
regular classes. Banan describes the rigid teaching method practised by teachers saying; "They tell us a topic and you have to write in a certain way,
but here we learn how to write and we learn the basics of writing" (Banan, P3, line 4). Banan describes how learning is applied in the workshops
whereas in their ELI classes, learning takes place at a minimum. For instance, even though the students take vocabulary in their classes, they lack the
skills to use the words in their writing: I originally didn't know grammatical rules or writing principles, so the workshops helped me in that way
even in level one, they didn't used to tell us the organization of the sentence like first subject and then verb. I never knew anything like that, so in the
workshops you gave us rules in the beginning and benefited a lot from it. Also the vocabulary, there are words in the books but we don't benefit from
them in writing, even when you write, you don't think of using them, which is the opposite of the workshops, the words we take are varied and can
use them in the writing, so it helps a lot. (Banan, P3, line 6)
From the quote above there appears to be a lack in meeting the students' needs in ELI classes. Nawal describes this saying, "[l]ike now, she doesn't
give us words, gives us a topic and tells us to write about it"

Importance Of Teaching And Learning Approaches
ADAPT TEACHING AND LEARNING APPROACHES AND RESOURCES, INCLUDING TECHNOLOGIES TO MEET THE INDIVIDUAL
NEEDS OF LEARNERS. UNIT 2, 5.6
LITERATURE REVIEW
Agreeing with Littlemore and Oakey (2004), we founds that teachers are sometimes overwhelmed by the technology and "do not seriously think about
how it might be usefully applied" (Davies, 2009). Indeed, language learning and teaching approach should be pedagogy–driven and learning–based,
which is more rigid and emphasises on the needs of learners with the aid of technology resource and tools. Contrarily, technology–driven approach
which attempts to formulate a pedagogy based on the cutting edge advantages of a new device, should be abandoned. If a language teaching or
learning project is driven by the fashionable technology, it might pose the danger to the learners as well as the teachers disappearing over the horizon
of SLA pedagogy.
Number of research reveal that learners dislike reading large amount of text on the screen, such as Wiki, and they often prefer to print out the
documents for reading. For instance, Boulton's (2005) paper indicated that less than 20% of his students are happy with on screen reading. Anderson
(2003) reports that metacognitive online reading strategies plays important role in online L2 reading.
Despite of input issue, barrier of producing written output using ICT tools has also been noticed. Mishan (2004) points out that it might sometimes be
challenging for learners to compose on screen. The

Gattegno And The Silent Way
Caleb Gattegno (1911–1988), one of the most prominent and productive educators of the twentieth century, is best known for his innovative approaches
to teaching and learning foreign languages (The Silent Way). In 1972, Caleb Gattegno introduced The Silent Way, that is, a language teaching method
whose basic concept is that the teacher should remain silent much of the time, thus its name while the students speak as much as possible. In the same
way, Gattegno was under the impression that the teacher should focus on the way students learn more often rather than how to teach. In fact, he
expressed support for language learning by problem–solving, creative, discovering activity and all that, which is directly opposed to drills such as seen
in audiolingualism. He, on the other hand, contends that students could naturally earn a new language like a child, through perception, awareness,
creativity, and other mental processes. Besides being critical of linguistic theory, he devoted his thinking to a pedagogical perspective called the
subordination of teaching to learning in that learners' demands are placed at the center of teaching, so teaching is subordinate –or dependent– to
learning. Gattegno holds that understanding the ''spirit'' of a language that ... Show more content on Helpwriting.net ...
Unless the students have become aware that there is something to be explored, all the information remain unfamiliar to them. Instead of giving their
students the information directly, the teacher should help them to discover it and perform a conscious act to become aware of it. S/he gets them ready
for learning by using, for example, rods (Cuisenaire rods) and the coded–coded pronunciation charts (called Fidel charts) varying in length with the aim
of raising the learners' awareness of the language based on the premise that learning is facilitated by accompanying – mediating– physical objects. It's
just a matter of trial and

The Approaches And Practices Of Language Teaching Essay
The Approaches and Practices in Language Teaching
Communicative Practices in Language Teaching
What is communicative language teaching (CLT)? Brown (2014, p. 236) offered the following four interrelated characteristics as the definitions of CLT:
1.CLT helps students develop the four competences instead of merely focusing on their linguistic competence or grammatical competence
2.CLT enables learners to use the language for meaningful purposes in authentic situations. Learning language forms are not the aim of the approach,
but to enable them to engage in authentic interactions
3.Fluency and accuracy activities complement each other as is seen in the underlying communicative techniques.
4.Students are expected to use the language naturally and in unrehearsed contexts
It's important to engage students in doing some communicative practices. Richard (2006) explained that communicative practices are those activities
that focus on exchanging real information and using language in an authentic context, thus the communication is based on the specific situation and
not predictable. Communicative language teaching has been proven to be effective in improving students' communicative abilities and other language
skills. Richards and Rodgers (2001) also wrote that an important goal of communicative language teaching is to help students improve their
communicative competence and other language skills. This indicates that the communicative activities can help language learners

Graduation Speech On Teaching And Learning And Interactive...
I enrolled in the Certificate in the University Teaching (CUT) program in spring 2014 right after completing the FUT program in winter 2014. Through
the GS901 workshops, I learned about students' traits and attitudes toward learning and interactive teaching through active learning. With regards to
course design, I learned the importance of having an organized, yet flexible, course plan that is designed in equilibrium with course objectives and
assessments. Teaching observation practicum, provided me with an opportunity to assess my teaching from the perspective of an experienced educator.
Below, I will discuss the elements and strategies that I have experimented with based on the comments and suggestions I received.
COLLECTIVE LEARNING:
One of the key elements in teaching undergraduate classes is to create a learning environment that cultivates critical thinking and mastery of concepts.
As an instructor, I have experienced with various active learning methods to keep my students engaged and motivated. Within the pedagogy toolbox, I
found the element of discovery to be the most effective way of teaching. In my classes, before even explaining a new concept, I usually pose a
question to class and ask my students to find a solution. I ask my students to work in pairs (and sometimes groups) to come up with a solution without
them knowing the new concepts. The idea is to assist them to discover the new concepts by thinking out of the box and trying different approaches.
During

What Are The Approaches And Approaches In Language Teaching
Approaches and methods in language teaching
During this second unit we reviewed the most important approaches and methods in language teaching used nowadays. These methods are based in
theories that view the language and the learning process differently, in consequence, they have different goals and uses depending what the teacher
wants to accomplish.
Many years ago, languages were taught taking into consideration only the structural forms that integrate the language: grammar, vocabulary, isolated
sounds and phrases, etc. and other important characteristics were ignored. The audiolingual and Total Physical Response methods are examples of
these. Their principal characteristics are that they focused in pronunciation of the language, their goal is help the learners to accomplish a native
accent. These methods see the learning process as something that must be taught ... Show more content on Helpwriting.net ...
It sees the language paying attention to explicit and measurable outcomes the learner is going to accomplish. Usually describe behaviors and offers can
do statements. It is very student centered, because he is the one who is going to do certain activities.
This approach offers clears goals and objectives that once achieved can help the learners in real live situations. Its difference is that is standardized.
A teacher using the competency based approach must be an analyst of the circumstances of the learning process, be able to identify the students current
level of knowledge, be able to communicate the objectives of the class, provide corrective feedback when needed and offer the class different activities
according the learner needs and level of expertise.
The learner must become a self–monitor of their own advances, strategic communicator, be able to transfer the knowledge it possesses to real life
situations and transform it to new situations and finally be able to perform what he has

PTLLS Unit 2
1.1Summarise learning and teaching strategies used in own specialism All the teaching I have carried out recently is in relation to people with learning
disabilities and challenging behaviour. Some is classroom based, such as Risk and Conflict Management, Autism and behaviour interventions relating
to an individual service user. I also used to teach PRICE (Protecting Rights In a Caring Environment). This is a physical intervention course which is
practical and physical with no desks; therefore the teaching and learning strategies are different for this course. It tends to use a style more like EDIP
(Explain, Demonstrate, Imitate and Practice). Allen's (1919) four–step method, as cited in Gravells (2012, p.95) describes that it starts... Show more
I will need to include learners in agreeing their individual learning plan so ensure it meets their needs. Ensuring the learners help write the ground
rules will ensure everyone feels included. Also using an ice breaker assists learners to feel part of a group. I will need to consider the resources I
use to ensure they meet the needs of the learners. It will be important to use a wide variety of resources when I am teaching, the main reasons for
this is to accommodate different learning styles but also to help learner stimulation and interaction. Part of inclusive learning is for me to be
approachable and accessible, so the students feel comfortable to talk to me. 2.2 Explain how to select resources that meet the needs of learners
Resources need to be appropriate for the learning outcomes and suitable for the learner's needs or to be able to adapt it. A tutor also needs to
consider if a resource is at the correct level of ability. Resources also need to be current and credible and of high quality. Tutors also need to consider
their own ability to use the equipment and there may be budgetary constraints to consider. All resources need to meet the session objectives. If we
consider the resource of YouTube videos within PowerPoint, some advantages to its use are:– It has a visual impact There is a wide range and choice It
can be up to date It is easily remembered by many learners It is accessible However,

Differentiated Instruction And The Udl Principles Essay
Differentiated instruction and the UDL principles
These two elements of classroom are intrinsically linked, as differentiated instruction is well suited to the three principles in UDL. By focusing on
CAST's three systems and appropriate teaching methods, particularly recognition, strategic and affective, the guide aims to identify ways in which
differentiated instruction coordinates UDL theory. Varying theories have been proven to be affective in supporting different skills as students learn,
from gifted and talented to those providing more support in special education programs.
Examples of UDL and Differentiated Instruction (In a Drama Classroom)
Figure 6:
UDL Teaching MethodSupportive Differentiated Instruction Features
Provide multiple examplesIn preparation for this lesson, the teacher has created multiple examples of Commedia dell'Arte plays and elements e.g.
themes, characters.
Additionally, the teacher provided several examples of finding appropriate texts to complete the assignment. Students have multiple examples of
monologue, duologue and group texts, and texts about history, development etc. Students will also be given opportunity to watch a video, be able to
create visual posters e.g. costume or character profiles. As another example students will be creating a mask that is specific to one character that they
will be researching in there assignment.
Highlight critical featuresTeacher provides critical information for the lesson through both an oral

The Importance Of Professional Development In Education
Literature Support
Name
Institution Affiliation
Course
Date
Teaching is a complex and developing process. The complexity of teaching increases when a teacher focuses on; raising his or her teaching standards,
assessment and student achievement, changes in curriculum models, changes in subject specification and on the different experiences every classroom
presents. Therefore, for a teacher's professional development and effective performance, refining, reviewing and proper planning of his or her teaching
process and techniques is important. Additionally, pedagogical approaches and techniques are significant in a teacher's professional development.
Effective and efficient teachers promote high quality and effective learning. Knowledge, decisions and actions, are the major qualities a teacher should
adapt, so as to be a more effective and professional teacher.
Teachers can become effective and skillful teachers by promoting quality learning and creating effective learning situations. Quality learning can be
achieved by the use of teaching models which assist a student to understand the subject being taught. Additionally, the teaching models can help a
student support his or he own learning, whether the teacher is around or not. The teaching models may include inductive teaching, which helps the
students think inductively, by sorting and generating rules and hypothesis. Inductive teaching assists the students in solving problems and
consequently improve

Before Delving Into The Similarities And Differences Of
Before delving into the similarities and differences of each country's approach to teaching math, the article first discusses some of the cultural
differences between the way teaching, as a profession, is viewed in Japan, the way teachers are trained to become teachers and how the Japanese
school system differs from that of the United States. The article then focuses on several components that contribute to the ways math is taught, the role
of homework and seatwork and how each are viewed, the materials teachers choose to use to teach their lessons and how they use them, the ultimate
goal of each lesson and how the classroom set up varies from country to country. Each aspect is given its own section and focuses on the differences of
each ... Show more content on Helpwriting.net ...
Japanese teachers do not create their lessons based upon a series of steps they intend to complete but by how they predict students will interpret the
problem they present to them at every step. Japanese teachers do not tell their students to what to do or how to approach a problem. Instead, they
place more emphasis on challenging the students to figure out all the possible ways that they could solve a problem and let them work through it
themselves before discussing their findings as an entire class (Hiebert, et al., 2003). In this manner, the students are applying concepts that they have
learned from previous lessons in order to come to a solution towards a problem that they have never seen before. Once they have done this, it is
believed that they can provide evidence as to why a problem is correct. In short, it is the Japanese belief that students will not understand the
underlying concept of a problem if they are not forced to figure it out by themselves. Even when they make mistakes, the Japanese believe it is in the
students' best interests to complete the problem and then try to make sense of why their reasoning led them to the wrong answer so that they will not
make a similar mistake in the future (Hiebert, et al., 2003). The American teaching philosophy is vastly different from that of Japan's teaching
philosophy. Instead of allowing students to

Designing A Stronger Behavior Management System
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 dedicated to math each day more valuable.
This inclusion classroom has a wide range of learners with varying ability levels. In math, there are four tiered groups with some students who are
above grade level, some on grade level, and some who are two or three grade levels behind. This unit has rather abstract concepts that the students
needed to build an understanding of, and in order to do that I needed to make sure to differentiate the delivery of instruction as well as the assessment
types. This was a strength for this unit, because each lesson was differentiated for the tiered groups in the form of pacing, guides, graphic organizers,
assessments, manipulatives, rubrics, and difficulty of problems. One specific way that I differentiated during this unit was by providing students with
guided notes, graphic organizers, and manipulative to increase their understanding of abstract division strategies for solving multi–digit division
problems. Long division was a particularly

Assignment 4: Lessons From The Ceelta
Assignment 4: Lessons from the classroom.
In this assignment I have been asked to reflect in detail on my experience of the classroom during the CELTA course (both teaching and learning) for
self–assessment and professional development purposes.
Before the course I already had one–year experience as an English teacher, using my own teaching methodology, which was not efficient and lacked
in many essential stages and aims of my lessons. At the beginning of the CELTA course I realised that it was very intensive and it required my full
attention and concentration. But with the help and guidance of my tutors Dan Kirk and Susan McDowell, I was able to learn new teaching techniques
and develop some areas such as 'how to focus on the learner, language related tasks as well as language ... Show more content on Helpwriting.net ...
It took me a long fifty minutes to complete my main aims, however I didn't have enough time to do the freer activity, which was crucial as it provides
students the opportunity to practice speaking for accuracy. This was supported by Susan's feedback "time was running out so maybe the there is/ are
controlled practice could have been omitted to allow focus on freer activity".
In order to reduce my TTT, my plan is to stop echoing after students' answers and instead, respond by head gestures and facial expressions. During the
lesson I will also use elicitation instead of explanation because it's a type of guided discovery, which help learners understand, and have more successful
learning.
In regard to time management, my plan is to prioritise the lesson stages according to the aim of the lesson and make sure to do freer activities at least
Ten to Fifteen minutes before the end of the lesson. My second plan is to observe more experienced teachers and how they manage their time

Planning And Assessment Of The Primary School For A Teacher
Planning, teaching and assessment are essential in the primary school for a teacher to ensure that successful learning and progression takes place.
These three components link together however they should not be considered as a linear experience because assessment should not and does not
always occur at the end of these processes (Earl, 2003). The process has a cyclic nature where each part contributes to the final outcome; you must
plan to be able to teach a lesson, but to do so you must assess prior knowledge to allow for future progression. I will explore how this important
cyclic process takes place and how different approaches, such as using story books, are used to do so in relation to the foundation subjects, particularly
looking at Religious Education (RE), music and computing.
Thorough planning in the primary school is important as it ensures teachers have a structure and context for each lesson and that they can have a
positive impact on children's learning and progress. Pugh and Pugh (1998, p. 115) recognise that without clear planning, teachers would not know what
they're trying to achieve, how to achieve it and when it is to be achieved. Despite the age of this literature, the concept around planning remains today;
it is crucial to plan the curriculum and lessons in three stages; short, medium and long term.
RE, although a statutory subject within the National Curriculum has no guidelines and is therefore delivered in accordance with a locally agreed

Motivation Of The Classroom Observation
The teacher observation took place in first grade level classroom at a private school. The lesson that I observe, was teaching the students about money
problems and combining it in real life situation. The teacher who was educating these children, and which I have observed and interviewed was Ms.
Dana. As I sat in the back of the classroom observing Ms. Dana techniques of teaching her students, I noticed the way the classroom is set up. Instead
of the setting up the classroom with rows of desks, with few motivational/educational posters, it is filled with educational posters to motivate her
students to work hard. The desks were also were facing each other, so the students can interact with other students and help one another. I noticed that
Ms. Dana has the desks sit in a circle like way in order to have eye contacts with each individual student. As I sat quietly observing her, she introduced
the lesson she planned for today, and pass out the materials (money materials) to the students. As she passed out the money materials to the students,
she would ask simple questions, such as, "What is this coin, a nickel or dime?" and proceed to let the classroom to answer. Ms. Dana demonstrate the
differences between each currency and proceed to pass remaining materials. She proceed to pull out the math problems she planned, and draw them on
the board. As Ms. Dana was drawing the math problem out, I see the excitement throughout the classroom as they learning new things, and using

Describe Features Of Inclusive Teaching And Learning...
(1.1) Describe features of inclusive teaching and learning? An inclusive environment is an environment where everyone has an opportunity to fully
participate. In education, this means everyone has the same opportunity, there should be no boundaries such as ethnicity, gender or disability. All
students should feel valued, be able to mix and participate with all members of the group be in a safe and positive environment. 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'. I like to make all of my students feel important, speaking to them directly, using eye contact,
using their name, asking them direct questions. Initially I carry out an assessment to test their prior knowledge, their preferred learning styles and to
assess if any additional support is required. I can then adjust the teaching level and pitch it correctly to each individual. (1.2) Compare the strengths and
limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs? According to Fleming
(2001): 'People can be grouped by different learning styles, visual, aural, read/write and kinaesthetic.' Understanding these learning techniques in my
particular working environment is really important because our creative education system has high demands in regard to them. I use visual

Leadership At Griffith As A Senior Academic
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 developing a role that builds leadership capability and research culture within business school environments.
Research profile
My research program focuses on wisdom (primarily in leadership) and knowledge economies, and I have created international profiles in both fields.
My research metrics are calculated using Google Citations. The key measures are total citations (1,795) and h–index (23). I have over 180 research
outputs, including 18 A* and A journal publications and 5 books with major academic publishers. High impact journals I have published in include;
The Leadership Quarterly, Academy ofManagement Learning and Education, Human Relations, Public Administration Review, Journal of Business
Ethics, Management Learning, and the Journal of Cross Cultural Psychology.
Qualitative assessments of impacts of my research program are important. I have been very fortunate that scholars writing in quality journals variously
say my work is "authoritative", "inspirational",

Textual Analysis Essay example
Overview:
The text, Writing on Demand: Best Practices and Strategies for Success is designed specifically for teachers by teachers. With a quote on the cover
of the text that is highlighted by a bright orange background and explicitly states that this book is "Ideal for SAT, ACT, AP, and State Assessment
Exams", the text quickly announces that its core audience is going to be teachers within the middle school to high school range. Given the aim of this
text, it proves to be a highly beneficial work for aiding teachers in understanding how to adequately prepare their students for the rigors of writing on
demand, be it for regular classroom assignments or standardized tests. After a thorough analysis of the text I found many of ... Show more content on
Helpwriting.net ...
Context for Usage: The grade levels this text is designed to prepare educators for teaching is evidenced first in its overall discussion of properly
preparing students to be able to write on demand for state assessment tests. Given that such tests do not regularly take place until students are out of
elementary education it is apparent that this text is directed towards teachers working with a higher age bracket. This is also further revealed in
instances where teachers are directed to help students think backwards, a skill that is not highly promoted in elementary education as most children
at this age level have not yet developed the capacity to think backwards. The process described for enabling students to analyze prompts is also one
that would be dominantly used beyond the beginning years of education. Considering each of these factors, the aim of this text is to be utilized by
teachers working with a middle school to high school age bracket.
Learning Objectives: Learning objectives promoted in the college level class on teaching writing that this text was handed out in, strongly emphasize
the importance of group work, as revealed in the writing theory handout and the scholarly overview handout (see attached).

Stand And Deliver Reflection
Stand and Deliver, is based in East Los Angeles High School that would not typically belong to high achieving math students. However, when Mr.
Escalante starts working there, things begin to change. First off, he was supposed to teach computer science, but was told he was teaching math when
he started actually working. When he first started teaching, he was faced with many obstacles. His first day in the classroom, there were more kids
than there were desks. Even so, the students' first language also created a learning barrier. Mr. Escalante asked the students who spoke Spanish move to
the front of the class, and students who spoke English were asked to move to the back. Throughout the basic course, and even up through his teaching
of calculus, Mr. Escalante also had to combat the students' bad behavior. In the beginning of the movie, a student decided to try to act like a thug, and
threatened Mr. Escalante if he did not run the class like he wanted, the teacher would face repercussions. When Mr. Escalante gave the student, Angel,
three textbooks, Angel granted protection from the thug students. Even so, as time progresses on ... Show more content on Helpwriting.net ...
Escalante as a teacher, I do not think his methods would work for all students at Swansboro High School. Personally, I would be fine with his teaching
methods. I am so used to Mr. Walsh roasting me, I think I would be okay with Mr. Escalante's roasts. However, I think the rest of Swansboro is too
fragile to handle Mr. Escalante's approaches on learning. Most people would be offended with his methods, complain to administration, and the ability
to do his job would suffer. Swansboro High School's teaching staff has a unique dynamic and I do not think Mr. Escalante would fit into the way
things are done. It is unfortunate we cannot employ talented teachers more often, but I have seen the way this school works. However, I am thankful
to have had Mr. Walsh and Mr. Matticola as they have truly prepared me the best for

The Application Of Pedagogical Principles
Analyse the application of pedagogical principles in own area of specialism
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.
(L.Walklin 2000; pg 175)
In my own specialist area (Maths) I used pedagogic technologies like Power points for delivering the sessions, and for messages I would use E–mail,
SMS and Twitter. For assignments I would prefer my students to use Digital library, E
–books, Websites and Newsfeeds. Sometimes I give tasks like
Statistical analysis, Data analysis, Spreadsheet, and Search engine to my learners to do independent work on computers. I also do Computer–based
assessment tools e.g. multiple choice questions and quizzes. I also involve my students to design their own Maths posters on specific topics using
computer design tools e.g. Presentation tools and Multimedia presentation.
1.2)Evaluate the effectiveness of use of creative and innovative approaches in own area of specialism
To make a purposeful, inclusive learning and teaching environment in my sessions I use a variety of creative and innovative approaches, for example I
would

Understanding And Using Inclusive Teaching And Learning...
Assignment 302 – Understanding and using inclusive teaching and learning approaches in education and training Task Ai– Briefing Document a) The
key features of inclusive teaching and learning. Inclusive teaching means recognizing, meeting and adapting to the learning needs of all students,
regardless of their age, gender, ethnicity, religion, disability or sexual orientation. This starts with acknowledging that students are members of diverse
communities, have different individual learning needs and unequal opportunity to access the learning experience. Key features of inclusive teaching
and learning are involvement of all individuals in the learning process, treating them equally and fairly without excluding anyone. Inclusive teaching...
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Using resources and materials that positively promote all aspects of the community, equality and diversity can help to develop the conditions for a
learning environment based on respect and trust. This, together with the use of a different methods of teaching, learning and assessment approaches
based on learner needs will generate an environment where learning will safely and effectively take place. b) Why it is important to provide
opportunities for learners to develop their English, Mathematics, ICT and wider skills such as communication, personal and employability (ref. 1.3)
Providing opportunities for learners to practice the skills they need often means hiding them on normal learning activities as many students are
resistant to Maths, Literacy and information Communication Technology (ICT) classes. The idea of functional skills was developed by Government.
Functional skills are seen as crucial to alleviate employers' worries that future employees are not gaining an understanding of the basics. "Functional
skills are practical skills in English, Maths and Information Communication Technology (ICT)" (DirectGov); functional skills are available in a large
number of educational and training establishments and in the work place. Functional skills in education should be, where possible, engaging
especially if previous experience is minimal or was not a favourable one. Addressing individual needs, technology can help overcome barriers, but is
crucial to establish

Elementary Social Studies Methods Tina C. Denning
Final ELED 424 – Elementary Social Studies MethodsTina C. Denning
At the beginning of this term the beliefs statements were as follows:
1) Social Studies is a social relationship in a number of studies (history, geography, etc.). Noting a past of memorization of dates and names, and no
relevance therefore, nothing was memorable or had any importance.
2) How I want to teach social studies? Taking information and making it fun so students can remember it longer and using groups not limiting ourselves
to textbooks.
3) Dates are important and dates are not important. History has importance but not every date and in an age of instant information knowing how to find
the needed information and correct information is vital.
4) Find Relevance ... Show more content on Helpwriting.net ...
These 4 beliefs are more important now because of the short amount of time that was spent in a 4th grade classroom. Combining the two sets of beliefs
will be shown in a new social studies belief statement.
1) Meaningful & Relevance: In practicum the lesson was citizenship and the three branches of government. To make this meaningful to the students
and then relevant was impressive. Mrs. Anderson asked the core of the lesson plan on the first three days to give the basics. This was relatively easy
and the students made it easier by doing their "jobs" and learning. On day four, Mrs. Anderson walked the students through the process of how a bill
becomes a law. She divided the students into the House of Representatives, Congress, and a President. She provided "bills" that lobbyist wanted to be
a law. She guided them through a bill becoming a law and a vetoed bill. The students were 100% actively engaged and enjoying the lesson. She knew
the students and how to divide them up and how to both engage them, keep them engaged and still teach a meaningful/relevant lesson.
This is the top of the belief list because it is something that is also not limited to just social studies. Attempts were made to include this in practicum but
it is something that will take some time. The engagement part may be easy but maintaining the energy takes more than just showing up with an activity
but making it meaningful for the

Education: The Expert Theory Essay
Paramount to my teaching philosophy is building strong relationships with students. By illustrating that I care for their needs and desires, I hope to
become approachable and produce a sense of belonging. In my opinion, students possess an innate need to belong to social groups, and the development
of positive relationships is imperative to students' satisfaction of this need. According to Dreikurs, 'students can often appear to be complicated and
confusing to their teachers, most of them simply want their teachers to take the time to ask questions, tell stories, and be genuinely interested in who
they are beyond the classroom' (Daniels, 2011). It is essential that I build positive relationships with students, through a supportive,... Show more
Students seek approval from their teachers and encouragement, with a focus on effort rather than achievement, provides them with a legitimate reason
for receiving it (Dreikurs, 1968). My teaching philosophy focuses on providing positive feedback to students who are trying hard, encouraging them to
keep doing so. For when 'encouragement is properly given, students gain status and satisfaction more from learning than from relative achievements'
(Edwards, 2007). With this, my teaching philosophy promotes logical consequences, which is unlike punishment in that it is not arbitrarily
administered and put in place to be so damaging that students have no choice to change their behaviour. Rather, logical consequences promote a feeling
of responsibility for behavioural choices. To be effective, logical consequences must be consistent, explained, understood and agreed upon by students,
for 'students more readily accept consequences they have helped determine' (Edwards, 2007).
While my teaching philosophy draws on Dreikurs' theories, much of my student monitoring strategies are borrowed from Kounin. Simple methods,
such as scanning students for early signs of off–task behaviours, using respectful, but clear, verbal signals to redirect inappropriate behaviour, and
signalling teacher awareness of such behaviour, are examples of Kounin's influence on my teaching philosophy (Brady,

Pedagogical Strategies for the Teaching of Mathematics in...
PEDAGOGICAL STRATEGIES FOR THE TEACHING OF MATHEMATICS IN NIGERIAN PRIMARY SCHOOLS FOR SCIENTIFIC AND
TECHNOLOGICAL DEVELOPMENT
BY
AJILEYE, Adewole Mukaila Department of Mathematics
Osun State College of Education, Ilesa
E–mail: ajileye4ever@yahoo.com
Abstract
For a country to be technologically developed there is need for efficient handling of mathematics at levels of education. The perennial low performance
of pupils in mathematics has been attributed among other things to inadequate knowledge of subject matter content by teachers and poor instructional
techniques. This paper highlighted the basic principles for effective teaching and learning of mathematics in primary school which is a fundamental
stage of child education. ... Show more content on Helpwriting.net ...
The teacher may acquire mastery of the contents but lack skills in the appropriate methods. This may affect the students understanding of the subjects.
There are many approaches to teaching of mathematics. These include: * Problem solving * Discovery Approach * Expository * Laboratory *
Questioning skills * Individualization group work * Demonstration, etc. (Johnson & Rising, 1972)
All these methods are good but no teaching method could be regarded as superior to the other. In application, combination of these methods will be
desirable. It all depends on the content, objectives and the nature of the learners.
BASIC PRINCIPLES OF EFFECTIVE TEACHING OF MATHEMATICS 1. Basic stages of teaching and learning
Fakuade (1981) identifed three significant stages of learning topics in mathematics. These are: * Concrete materials and demonstration of real life
situation stage * Semi–concrete or pictorial studies stage * Abstraction stage Pupils in the primary schools have the age ranges between 5 and 12. This
is the age period that coincides approximately with the Piaget's concrete operational stage. This is a transitional stage between the pre–operational
period (a period when the child cannot yet perform any serious operation, a period of intuition when the child's reasoning is not yet quite logical) and
the formal operational stage (a period when the child thought process

Five Teaching Methods And Approaches
TEACHING METHODS OR APPROACHES.
Choosing suitable methods to help learner's master learning content has for a long time been a main area of contention in the field of teaching.
There are two approaches to teaching: the teacher–directed approach as well as the learner–centred approach.
The teacher–directed approach is based on reception learning, which means that the content to be learnt is presented to the learner in its final form.
The learner–centred approach means that the material to be learnt is not given but must be discovered by the learner with help of a teacher.
Five teaching methods/approaches.
1.Telling Method
i.Telling method can be described as "structured teacher–talk aimed at clarifying concepts so that learners are able to ... Show more content on
Helpwriting.net ...
This method is time wasting. ii. Clever or gifted learners will lose interest as a teacher will busy demonstrating the very same thing the whole period.
4.Questioning Method
i.It is an approach towards most teaching–learning situations. ii. Learners bring their knowledge and experiences to class, then a teacher will try to
link this knowledge from learners to new information he is about to present o a class. iii. Questions may also be used to gather the attention of
learners to what a teacher is presenting and also towards achievement of learning outcomes. iv. A teacher will use question to test if learners are still
listening or to avid misinterpretation or to help those learners who are still left behind.
v.Again, questions can help a teacher if he wants to stress one or two points. vi. The question–answer method is very demanding for both the teacher
and learners. The teacher must prepare the lesson thoroughly because the answer he may get from learners may be unpredictable.
Advantages of Questioning Method
i.They assess learners understanding. ii. To develop learners' skills such as critical thinking, communication, listening skill and cooperation with other
learners.
Disadvantages of Questioning

Traditional and Alternative Teaching
Chapter 1 INTRODUCTION
THE PROBLEM AND ITS BACKGROUND It is well known that children learn in various ways and have their own individual styles and strategies.
Some may enjoy group works, others individual works. Some may prefer teacher instructions with worksheets and firm direction, rather than
self–generated research projects. There are numerous ways children learn, but how does the surrounding environment, affects a 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. ... Show more
With the view of functionalist, Skinner (1953) developed his theory of learning on the concept of operantconditioning . He offer the organism operates
in the environment doing whatever it does. According to Skinner , while operating, the organisms encounters stimuli to which he referred as
reinforcing stimuli.
Cognitive Leaning Theory A founding father of Cognitive Learning Theory, GagnE (1985) contended that it is more realistic to assume that there are
different kinds of learning, arranged in a hierarchy, with one sortbeing the prerequisite for the next. For example, solving an algebraic problem depends
on understanding algebraic function, which depends on knowing basic mathematical skills and computations, which depends on recognizing simple
numbers and symbols. For GagnE, simple conditioning only provided the basis for more advance kind of learning. He built on the behaviorist model
by adding processing or cognitive component to Skinners' model.
Conceptual Framework For a better understanding of the study, the conceptual framework is presented in the paradigm below which consist of
independent and dependent variables.
Figure 1: Paradigm of the Study The research paradigm of the study in figure 1 has the dependent variables which consist of the subjects, materials and
classrooms. While the independent variables consist of the alternative teaching method and traditional

The Exploration Of Grammar Teaching Approaches On Efl...
The exploration of grammar teaching approaches on EFL Classroom
1. Introduction Grammar learning is a study about words and the ways words work together is, it is the ruled–governed behavior that forces language
users put words together into sentences. No one can use the language without fellow its principles. Therefore, Study grammar is the must once person
want express themselves clearer and more efficient, especially when speaking in a academic circumstance or communicating in artistic manner, correct
organization of language and the use of grammar are more important. (Debata,2013) There is no doubt that grammar is an essential role in language
teaching and learning, after studying the grammar people can master a language accurately. language is a ruled–controlled behavior. (Rutherford, 1988)
Knowledge of grammar is helpful for students in correcting of mistakes and improving the quality of written work. A process of unaware assimilation
is dangerous for students to master a language. When language feeling fail us grammar is the only reference. So it is indispensable for the student to
learn grammar. (Debata,2013)
After grammar learning, to put the vocabulary into sentences, and get into the language learning. So the learning of English grammar can be regarded
as the basis of learning English. Teachers try to overcome various difficulties in teaching and explore various ways of teaching to improve the learning
achievement and self–learning ability.
The essay will

Approaches to Reading and Literary Texts in Teaching...
Table of contents
Introduction3
1. The concepts of literacy, reading comprehension and literary competence.4
1.1. The importance of literacy, reading comprehension and literary competence.4 1.2. The importance of literacy, reading comprehension, literary
competence and literature in teaching English as a foreign language.6
2. Past approaches until the second half of the 20th century.7
2.1. Analysis of the past methods with reading and literature in view.8 2.2. The shift in the attitude towards reading and literary texts in teaching
English as a foreign language.11
3. Modern approaches – introduction to Communicative Language Teaching.12
3.1. CLT analysis in the context of reading,... Show more content on Helpwriting.net ...
Comprehension is a "construction process" because it involves all of the elements of the reading process working together as a text is read to create a
representation of the text in the reader's mind (В¶1).
Finally, literary competence is defined by Brumfit and Carter (1996) as follows: Literary education is seen by many as the inculcation in students of
the kind of sensitivity to literature which allows discrimination of the 'good' from the 'bad'. When we have achieved defined capacities of judgment,
then we have acquired a literary competence... (p. 16).
1.1. The importance of literacy, reading comprehension and literary competence.
In the era of television, the Internet and computer games, the role of literature as a source of entertainment is rapidly declining. One has to admit that

watching television or surfing the Internet is easier for a tired mind that to read a book or a magazine which requires some attention, imagination and
preferably reflection. However, the decline has not solely been the result of the accessibility of the afore–mentioned media, it has been caused by the
general lack of awareness about the importance of literacy, reading comprehension and subsequently lack of literary competence among ordinary
people. The statistics are alarming. As CAF (Campaign for America's Future) reports there are 774 million people illiterate in the world due to such
factors as wars, poverty or discrimination. It is

Direct Instruction Models And Lecture Instruction Model
This paper explores published articles that report on results from research conducted on direct–instruction model and lecture–instruction model. The
articles, however, vary in their definitions and uses. Lindsey (2014) suggest that Direct–Instruction works, providing rapid gains, gains that persist,
gains that increase self–esteem because children have real skills they can be proud of. Lindseys statement, merely hits the surface of Direct–Instruction
since it is best for learning specific concepts and/or skills. When delivering direct–instruction the instructor must have sound knowledge and skill that is
logically organized and it is ideal that the learners already poses the prerequisite knowledge for this instruction to be most successful. This paper
examines Peterson, Schwerdt and Wuppermann (2011) research in relation to three other research articles to suggest that both direct andlecture
instruction models should be studied in order to determine different approaches with the two and which works better for the learners. Other articles
look at this instruction model differently and, therefore, offer different results. Direct instruction was first developed by Siegfried Englemann and
Wesley C. Becker. Few studies have been conducted onteaching styles, two of the instruction models that are used today is direct–instruction and
lecture–instruction models. Schwerdt and Wuppermann (2011) suggest that few rigorous studies look inside the classroom to see what kinds of

Teaching, Learning, And Student Centered Approaches Essay
Introduction
Throughout this semester, I spent approximately 20 hours aiding teachers as well as learning the importance of planning. Although teaching is the
foundation that we see for the students, it is important to understand that all of the teaching that occurs can not be done without the planning. This
essay will be informative of the planning, techniques, and models 1st grade English teachers at the World Language Academy use to be most effective
on the students they are teaching, as well as also explaining the diversity among the students and teachers and how that affects both learning and
teaching. What is so significant about this, in my opinion, is that the classroom I was in uses a mixture of direct instruction, cooperative learning, and
student–centered approaches. All of these methods in one classroom make for a very successful teacher.
World Language Academy
The World Language Academy is an earlyeducation (grades K–5) school. The World Language Academy, or WLA, is an academy that teaches all
classes in both English and Spanish. Though not all teachers can speak both languages, the students are taught both ways in order to excel in the real
world as they become older. As you walk into this building, the receptionist, casually dressed, giving you a warm "homey" feel, welcomes you. As you
walk down the halls, all covered with drawings, projects, and poems, you can sense the determination of children and adults without even walking into
a classroom. Curriculum

Teacher Reflection
essons from the Classroom Page 1
Introduction
The most rewarding aspect of teaching is the impact the teachers have on their students.
Whether it be because the classroom atmosphere was so much fun or the teacher really got the student interested in a specific subject, the impact a
teacher has on someone can last a lifetime. While
I am far from being someone's favorite teacher, I hope I can make an impact on the lives of as many students as possible through inspiring confidence
and creating a respectful and fun classroom environment. In just three weeks at International Teacher Training Organization (ITTO) in Guadalajara,
Mexico I have been able to improve many of my teaching skills through classroom experience and instructor input sessions which has resulted in me
becoming a better teacher for all students.
What is a Good Teacher?
While teaching naturally entails relaying information to students, a good teacher encompasses so much more. It is important for teachers to be able to
think on their feet, readjust their lesson if unforeseen obstacles arise, and also inspire the students to learn. Every lesson will bring a new unanticipated
issue into the classroom – that is simply a fact of teaching. A good teacher can acknowledge the issue and adjust accordingly. If the technology stops
working or only half the class shows up, then the teacher should be able to take it all in stride and alter the lesson so it works for the circumstances.
In addition teachers are the cheerleaders of their subjects, they are there to inspire students to learn from their lessons. While not every students will
have a burning desire to know more about the topic of the class, the teacher needs to be able to keep the classroom atmosphere positive and engaging
for all students. It is also extremely important that the teacher fosters a sense of community among the students so they feel at ease in the classroom
and connected to their teacher and their peers. Creating a welcoming atmosphere is key in a student's learning.
According to the Center for New Designs in Learning and Scholarship at Georgetown
University, good teachers, "are prepared, set clear and fair expectations, have a positive attitude, are patient with students, and assess

Classroom Reflective Essay
As a practicing teaching, it is responsibility to create and maintain a safe and supportive learning environment for students. Whilst on professional
experience at a local school in Cairns, I taught a series of lessons (artefact 4) for a year 8 Health and Physical Education class. In order to effectively
teach each lesson, I had to manage the classroom activities and challenging behaviours. I used the ten micro–skills for classroom management to not
only manage students' behaviour but also ensure inclusive student participation and engagement.
I used different behaviour management and engagement strategies throughout the lessons taught (artefact 4) to promote student participation
(standards 4.1 and 4.3). The 10 micro–skills for classroom ... Show more content on Helpwriting.net ...
The use of the 10 micro–skills for classroom management "reduced the serious disruptive behaviour from occurring" (Goldman, 2003). The
minimisation of misbehaviour increased student participation (standards 4.1 and 4.3). Having an awareness of the students' zone of proximal
development assisted in organising classroom activities specific to the needs of the learners. This supported inclusive student participation and
engagement in classroom activities (standard 4.1). The use of a PowerPoint presentation resulted in effective organisation of classroom activities and
providing clear directions (standard 4.2). This positive affected the success of classroom activities. According to Rosenshine (1983), the success of any
activity is all in the instructions.
Standard 5: Assess, provide feedback and report on student learning
As a practicing teaching, I had the opportunity to assess students learning and provide them with feedback. This took place during a series of lessons
(artefact 4) I taught to a year 8 Health and Physical Education class. Through the course each lesson taught and during professional experience, I
formally and informally provided the students with feedback. There were opportunities to use formative feedback and assessment as well as summative
feedback and assessment.
As a practicing teaching, I provided students with verbal

I Am A Second Grade English Language Arts Teacher
In my five years of being a third grade English Language Arts teacher, the implementation of guided reading has been my biggest struggle. My
school has fully adopted the guided reading program within the past 2 years. A guided reading library and books for professional development have
been purchased, but very little training has occurred. The journey of learning how to successfully teach Reading using Jan Richardson's approach to
guided reading has been a challenge to say the least. Scheduling has been the largest obstacle I have faced in implementing guided reading in my
classroom. I have spent this summer researching and reading about guided reading in an attempt to gain further understanding of the process and the
outcomes before the next school year begins. Guided reading is a method of teaching reading that be used with every reader, whether they are just
beginning to read, struggling to read, or are able to read independently (Iaquinta, 2006). According to Anita Iaquinta, there are three fundamental
purposes for using guided reading. The first fundamental purpose is to meet all of the ranges of instructional needs of every student in the classroom.
The second fundamental purpose for guided reading is that it enables students to significantly build and expand their reading abilities. The final
fundamental purpose of guided reading is for students to learn how to read increasingly difficult texts (Iaquinta, 2006). Guided reading lessons are
completed in small groups

Observation Report For Child Observation
Each child sat down individually with the researcher the day after to read out the words they have learnt. They were shown pages of books and
asked if they could identify the words from the text. They were also asked to create a sentence using these words. The Memorization and Mixed
Method approach showed that 8 out of 16 children (50%) had a full score in reading the sight words "see, "give", "have", "feel" and "like". 5 out of
16 children scored more than 2 but less than 5. The remaining 3 out of 16 children (18.75%) scored zero. In the observation log, teacher asked a
child to sound out "give", but the child could not blend and read the word. Teacher read the word for the child and moved on to another child. The
same child scored zero... Show more content on Helpwriting.net ...
Fig. 10 Comparison –Number of assessed words read in Sight Words Checklist Using the Language Experience Approach, 12 out of 16 children
(75%) had a full score with the same set of words. 3 out of 16 children (18.75%) scored more than 2 and less than 5, while one out of 16 children
(6.25%) remained with a score of zero. In the observation log, children were seen to contribute sentences reflecting their true experiences and
feelings, This shows an obvious improvement in their performance using the LEA, with 4 additional children scoring full (15%), and a decrease of
12.5% of children scoring zero. To ensure reinforcement was not made on the assessed words, the researcher did not read out the words to children
when they could not read it in the first assessment. Teachers were also asked not to reinforce the assessed words in the classroom until all assessments
were done. Children who had higher competency skills in reading could read in both assessments done, thus this study took into consideration of the
improvements shown by children who could not read in the first assessment. An increase in engagement and comprehension using Language
Experience Approach Fig. 11 Comparison– Level of Engagement From the observation record, children's engagement in the classrooms were taken
based on the number of children that raised their hands and voluntary contributed. 6 out of 16 participants (37.5%) were engaged using current
approaches, as seen in Fig. 9. 10 out

Teacher Reflection Paper
Introduction: I have learned a lot for the short period of time that I have been in school in Guadalajara. Thanks to the ten teaching practices I have had
lots of hours to practice my teaching. I went from knowing absolutely nothing about teaching, to feeling like I can teach any subject in English at ease.
I understand what to do, and what not to do in a classroom setting. My observers helped me improve my teaching from adequate to a professional
standard.
What is a good teacher?
A good teacher is one that has a passion for teaching. A good teacher is one that is takes pleasure in seeing their students comprehend their lessons.
Being able to connect with your students is an important part of being a teacher. If you can't connect with your students, you cannot teach them
properly. Another element to being a good teacher is making sure that no student feels left out. A good teacher will utilize every student to make sure
that everyone understands the objective and is learning properly.
Strengths and Weaknesses: One of my strengths as a teacher is being able to get along well with the students. In none of my classes did I have a
class where I did not vibe well with one of the students. I always try my best to get every student to participate. When I see a student struggling
with the lesson I utilize other students to explain to them what is going on. My weakness would most likely be my pacing. On multiple occasions I
failed to finish my entire lesson plan, and on some occasions, I finished my lesson plan too fast. I would like to be able to better pace my lesson plans
so that I don't feel as rushed to finish, or anxious I will finish early.
Teaching Approaches: I find the direct method to be the best method in teaching English. "In the Direct Method, language is taught inductively and the
target language is used exclusively." (ITTO, Page 119) For teaching grammar, I believe teaching inductively cements the grammar structure into the
student's minds. It uses the students own thinking ability to figure out the grammar structure of a sentence. This allows students to better understand
what they are being taught. It also makes it easier for students to better use the grammar when they are making their

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