National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra C...William Kritsonis
National FORUM of Applied Educational Research Journal 27(1&2) 2014, Sandra Cooley Nichols & Adriane N. Sheffield - NATIONAL FORUM JOURNALS ((Founded 1982), Dr. William Allan Kritsonis, Editor-in-Chief - www.nationalforum.com
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The Teaching Creed encompasses the personal philosophy of everyone in the team, and it is based on professional and ethical practices for educating exceptional learners.
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Classroom Management The Challenge of Changeijtsrd
Undesirable behavior is inevitable inside and outside the school premises. This research addresses the importance of classroom management as one of the important factor that prevents the occurrence of undesirable behavior of the learners. Based on the findings, the ideal classroom management practices lead and connect teachers and learners to meet the model desirable behavior inside and outside the school premises. Indicators include Establishing clear learning outcomes, behavior management and maximizing in giving praise to the learners. Classroom management has shown to be one of the most important factors that teachers need to consider before the school year. The data has shown that in dealing with students behavior, teacher must develop a strategy that not just only address a single behavior but a multi strategy that meet the needs of the learners. Judith N. Ubod ""Classroom Management: The Challenge of Change"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-2 , February 2020,
URL: https://www.ijtsrd.com/papers/ijtsrd30273.pdf
Paper Url : https://www.ijtsrd.com/humanities-and-the-arts/education/30273/classroom-management-the-challenge-of-change/judith-n-ubod
1 Professional Educators using reflection and proble.docxsmithhedwards48727
1
Professional Educators using reflection and problem-solving to make informed ethical
decisions
School Counseling Reflection 1:
Student Development
Standard 1: Student Development
The professional school counselor utilizes his/her skills and knowledge of
student development and behavior to promote the mental health and well-being of all
students by facilitating their academic, career, and personal/social development.
Artifacts
1. Vision Boards
2. Stress Activity
3. Implementing a Culturally Responsive Strategy in the Classroom
Introduction
In order to fully understand student development, one must first understand a
child’s cognitive development. Cognitive theorist, Jean Piaget, is perhaps the most
influential researcher on child development. Piaget’s cognitive developmental theory
states that, “children actively construct knowledge as they manipulate and explore their
world” (Berk, 2013, p. 18). In his cognitive development theory, Piaget breaks down the
development into four stages: sensorimotor (birth-2 years), preoperational (2-7 years),
concrete operational (7-11 years), and formal operational (11 + years). It is important to
note that while Piaget heavily influenced research on child development, his theory has
the field divided (Berk, 2013). Another researcher of human development, Lev
2
Vygotsky, focused on sociocultural theory and how culture; the values, beliefs, customs,
and skills of a social group, is transmitted to the next generation and how these factors
also affect a child’s development (Berk, 2013). While Vygotsky agreed with Piaget that
children are active, constructive beings, Vygotsky viewed “cognitive development as a
socially mediated process, in which children depend on assistance from adults and more-
expert peers as they tackle new challenges” (Berk, 2013, p. 23). A third researcher in the
field, Urie Bronfenbrenner, developed the ecological systems theory, which views the
person “as developing within a complex system of relationships affected by multiple
levels of the surrounding environment” (Berk, 2013, p. 24). His theory is broken into
four systems: the microsystem, the mesosystem, the exosystem, and the marcosystem.
All of this is to say, it is not simply enough to know one theory and believe we
have sufficient information to be successful educators in student’s lives. Therefore, as
practicing educators and counselors, we must stay abreast of all child development
theories so we may better serve our students’ needs.
Quality Indicator 1 - : Human Growth and Development: The professional school
counselor demonstrates knowledge of human development and personality and how
these domains affect learners, and applies this knowledge in his or her work with
learners.
Students at different ages, in different stages in life, and raised in different
cultures experience life differently. For example, a student wh.
Bergeron, julie l, implementing a school based mentoring program schooling v1...William Kritsonis
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
The Teaching Creed encompasses the personal philosophy of everyone in the team, and it is based on professional and ethical practices for educating exceptional learners.
Creating a Positive Learning Environment That is Also Safe a.docxvanesaburnand
Creating a Positive Learning
Environment That is Also Safe and
Secure
Children learn best when they feel safe, loved and valued.
In our classroom, the students will have plenty of time to choose their own
activities, they will help create our classroom rules, and be treated with
respect and kindness.
1
Opportunities
to Succeed
All of the activities
in our classroom are
designed for
success with built in
controls for errors
so students will be
able to more easily
self-evaluate their
work. At first, they
will require
guidance in the
process, but as time
goes by, they will be
able to more
independently
evaluate their own
outcomes.
This creates a
positive climate
where fear of failure
is replaced by
learning from
mistakes.
In doing, one knows.
CHOICE
Freedom to chose their
own work gives children
ownership of their
accomplishments.
Wood (2014) stated
“Children should exercise
agency, self-regulation,
ownership, and control,
and to direct their own
learning” (Problematising
free play and free choice.
para. 1).
1
RULES
Students will share their
thoughts and ideas about
appropriate behaviors
while at school. We will
use these brainstorming
sessions to create our list
of classroom rules.
2
RESPECT
To learn respect, it must
be role-modeled by the
adults with which they
interact on a daily basis.
Our students will learn
that they are highly
respected, loved, and
valued.
3
CLASSROOM INTRODUCTION MARCH 12, 2018
Preschool Center
Academic Lessons
Differentiation is when a teacher tailors
lessons to the individual student.
In our classroom lessons will be given in a
variety of ways. Many will be introduced in a
large group setting, and all lessons will be
reinforced with individual lessons using
differentiated strategies tailored to your child’s
particular needs. Afterwards, students will
practice their lessons individually or in small
groups. The groups will have members that
will enhance learning for everyone. This means
that the groups may have an advanced student
to help others better understand the concepts
presented using age-related vocabulary, or that
groups may have a struggling student that will
be mentored by peers. In this way the children
have a chance to become both student and
teacher at various times. This method is a
proven way to advance knowledge, raise self-
esteem, and increase social skills.
Differentiation can be as varied as the students
themselves. Educators must be creative,
innovative, and compassionate to these
differences when planning routines and lessons
for students.
“Flexible groupings gives teachers the means
to balance instructional demands with
student needs” (Puckett, 2013, Flexible
Grouping, para. 1).
Expectations
Recognizing that young children are active with
a need to move and talk while learning leads to
creating activities to teach specific concepts
wit.
Personal Learning Philosophy For Early ChildhoodjusGrace
Children are Capable and Competent; learning, developing, and growing as unique and diverse individuals..."the way we perceive children is evident in how we treat them...
CAREER PATHWAYS: DISCOURSES OF
MOTHERS IN THE ACADEME
JOVENIL R. BACATAN1
, RENE P. SULTAN2
1Master of Arts in Educational Management
2Educational Management Professor
2The Rizal Memorial Colleges, Davao City, Philippines
Abstract: The purpose of this research was to gather information in exploring the discourses of the studentmothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the
different pressures they faced. The following research objectives informed this research: to describe the struggles
and journey of student-mothers; to determine the hopes and aspirations of student-mothers; and to determine the
coping mechanisms of student-mothers of the different pressures they are facing. This phenomenological study
explored and described the experiences of student mothers. A researcher-made interview guide questionnaire was
used in gathering data. This study also involved collecting, compiling, and analyzing data gathered through semistructured interviews. From the three major themes, namely: 1) struggles and journey; 2) hopes and aspirations;
and 3) coping mechanisms; twelve sub-themes emerged which included time management, financial concerns,
negative criticisms from people, motherhood responsibilities, health reasons, intellectual challenges, to complete a
degree, to land a job immediately for a better life, to make the family proud, strengthening family bond, selfmotivation, and support from family, friends, and teachers. This research implies encouragement to other mothers
to continue their incomplete education even if they already have children or families of their own. Further, the
research suggests a motivation to push and work harder for still; victory awaits those who sacrifice and persevere.
Future directions are also discussed in this study.
CAREER PATHWAYS: DISCOURSES OF MOTHERS IN THE ACADEMEJovenil Bacatan
The purpose of this research was to gather information in exploring the discourses of the student-mothers in the academe impacting struggles, hopes, aspirations, and their coping mechanisms employed on the different pressures they faced.
PSYCHOLOGICAL ISSUES AND REMEDIES IN ADOLESCENT CHILDREN( 6TH - 12TH STANDAR...Dr Rupa Talukdar
How to deal with students: a clear picture giving emphasis on emotion, personality, learning skill & learning style and knowledge of right peg into the right hole leaving behind the traditional belief
This presentation was given at ACPI-TESOL Costa Rica in July 2016. I discuss the definitions of grit and growth mindset, and how it can be applied to SLA. I believe that grit and growth mindset help students persevere and succeed in their language learning.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. My Pedagogical Framework
The priorities that make up my framework
are:
Differentiation
Social and emotional wellbeing (SEW)
High expectations
Personal responsibility for learning
3. Who has influenced me?
constructivism
• Vygotsky
“the distance between the
actual developmental level
as determined by
independent problem
solving and the level of
potential development as
determined through
problem solving under adult
guidance, or in
collaboration with more
capable peers.” (Vygotsky,
1978, p. 86)
8. How does this transfer to my
classroom?
Student Behaviour Teacher Behaviour
• Mixed ability groups –
social engagement &
differentiation
• Individual tidy trays with
all book and stationary
required- organization &
responsibility
• Creating a safe and
allowing for social and
emotional learning.
• Goal setting created with
students- for maths and
English and behaviour -
encouraging goals
9. How does my personal framework
enable or limit pedagogical
practices
Enables Limits
• Constant expectation set
up in first initial weeks of
school
• Allows for more on time
learning with out
interruptions.
• Encourages learner to
succeed
10. Do my priorities match my
behaviour?
Accepting of diversity
An understanding, and patient role model
Reliable and consistent
Trusting.
11. References
Commonwealth of Australia. (2013). Social and Emotional Wellbeing; A Teacher’s Guide. Retrieved from www.responseability.org
Australian Institute of Health and Welfare. (2012). Social and Emotional Wellbeing, Development of Children’s Headline Indicators. Retrieved from
Socialandemotionalwellbeing_AIHW_2012.pdf
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2014). Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/
Singer, D.G. & Revenson, T.A. (1997). A Piaget Primer: How a Child Thinks (Revised Edition). Madison, Connecticut: International Universities Press Inc.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, 89−100.
International Centre for Educators’ Learning Styles(ICELS). (2014). Jean Paiget’s Stages of Cognitive Development. Retrieved from http://www.icels-educators-for-learning.
ca/index.php?option=com_content&view=article&id=46&Itemid=61
Illeris, K. (2004). Three dimensions of learning. Malabar, Fla: Krieger Pub.Co
Ormrod, J. (2012). Human Learning (6th Ed.). Boston: Pearson.
Gan, D. (2013). Learning theory a definition. Retrieved from http://www.slideshare.net/dyoselinegan/learning-theory-a-definition
Illeris, K. (n.d). Contemporary Theories of Learning. Retrieved from
http://www.pgce.soton.ac.uk/IT/Learning/Theories/ContemporaryTheoriesofLearning%20Learning%2 0theorists%20in%20their%20own%20words%20-
%20Knud%20Illeris.pdf
Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R. & Schellinger,K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-
Based Universal Interventions. Retrieved from www.mentalhealthexcellence.org/.../2013/10/SEL-MetaAnalysis.pdf
Photos:
Zone of proximal development (Picture). Retrieved from http://hlwiki.slais.ubc.ca/index.php/Lev_Vygotsky
Piaget’s four stages (Picture). Retrieved from http://learnboutlearning.blogspot.com.au
Editor's Notes
This is the priorities that makes up my pedagogical framework. For me these are my top four priorities in which are necessary for my classroom to run in a way which is productive for me to teach effectively.
Differentiation- Differentiation is important as it allows me to provide students with personalised learning whilst meeting the diverse needs of the student (ACARA, 2014). By extending the student or helping the student to understand the content and giving them assistance when required it allows them to reach their full potential.
Social and emotional wellbeing - Social and emotional wellbeing is a topic that is necessary in my classroom as it allows for me to promote social and emotional development and wellbeing. Successful promotion of SEW has been noted to impact positively on behaviour, learning and health outcomes (Commonwealth of Australia, 2013). It is essential for a child to have social and emotional skills to be able to be a balanced human being in today society (Australian Institute of Health and Welfare, 2012).
High expectations - I expect high expectations from all students. Although the expectation maybe differentiated for each learner, they will have their own goals to reach for which will work to improving either learning or behaviour.
This takes me to my last priority, students having personal responsibility for their learning. Even from a young age it is important for students to be responsible for their learning and be ready for learning. If a student does not have a pencil they are not to come to me but rather source out a pencil and be responsible for their own learning which includes the equipment needed.
I believe that learning happens mostly though experimental and interactive instruction. And therefore I gravitate more to constructivism and cognitivist approach. Although these are my preference when it comes to teaching it does not mean that I do not use any other types of learning theories. I believe that there are an appropriate time and place for all learning theories.
Constructivism is defined as “...learning is the active creation of knowledge structures (such as concepts, rules, hypotheses and associations) from personal experience” (Snowman & Biehler, 2003, p.301). For students to fully grasp a concept, understand and then later recall the learning needs to be active, Students need to take part in their own learning and experience it rather then just be told what to learn. The personal experiences allow students to be attentive, on task and learning which will be a longer lasting memory than other approaches.
Vygotsky has influenced me with his zone of proximal development. From his work I can understand that t constructivism is about setting the students up for success which is the overarching idea behind my personal priorities in the classroom. The scaffolded learning approach (Wood et al.,1976)
is a necessary part of the zone of proximal development and something that I believe to be very successful to teach students skills and move them from what is not know to what is know.
cognitivism is defined as “... a change in a person's mental structures that creates the capacity to demonstrate different behaviours” (Eggen & Kauchak, 2006, p.238). This really helped me to create my pedagogical framework and organise my priorities, By focusing on SEW, high expectations and personal responsibility for learning. I am embracing the cognitivist approach by assisting to mould students mental structure to demonstrate positive behaviours.
The theorist that has the most influence on my pedagogical framework is Piaget's and his work, Stages of Cognitive Development. Which links to cognitivism. His theory focuses on children's mental process such as perceiving, remembering, believing, and reasoning (ICELS, 2014). His theory allows him to understand how children come to know what they know as they move though the stages (Singer & Revenson, 1997, p. 13).
The way in which he has influenced me is to consider where my students are within their cognitive development and understand their abilities. This allows me to create appropriate expectations for the students as well as differentiate within the class, for example using lots of visuals in the class would be great in the pre-operational stage as they have minimal language.
All of these priorities have one goal in common and that is to allow for the student to have the world in their hands, which means they are given the best opportunity to learn and grow academically, socially and emotionally.
And the main priorities here from the framework help to do that.
“Learning theories are conceptual frameworks that describe how information is absorbed, processed and retained during learning.”
How I interpret this is that learning theory allows us to understand how students learning and what are the processes that need to take place in order for the student to reach the learning required.
Social theory of learning is created by Wenger. This type of learning theory does not intend too replace another but rather build on the other theories. The main focus of this theory is social participation. Here in the diagram shows the components that are necessary to “characterize social participation as a process of learning and of knowing” (Illeris, n.d)
This learning theory links to SEW which is one of my main priorities from my personal pedagogy. A main part of SEW is for students to interact socially with other students and learn about the social skills. This theory here is perfect as it allows for social interaction for students whilst they learn.
How does my framework transfer into the classroom? this is how my framework looks when executed in my classroom
For student behaviour
Mixed ability groups- students are able to engage socially to complete activities and peer tutor, the mixed ability allows for lower students to be helped by higher achieving students, also higher achieving students are able to showcase their skills as they explain the context to the lower students. This links directly to my priority of differentiation.
Individual tidy trays with all book and stationary required- students take ownership of their own belongings making sure their desks are organized and ready for learning. This links to my priority of personal responsibility for learning, students are now personally responsible to make sure they are ready to learn by having all the equipment necessary for the lesson so learning can begin.
For teacher behaviour
The teacher creates a safe environment for students and allowing for social and emotional learning. This includes allowing students to take risks, develop confidence, and grow emotionally and academically. This links with my priority of social and emotional wellbeing
Lastly, goals are created for each student for maths, english and behaviour. The goals will be made visible for students and encouraged by the teacher. This is a perfect way to encourage high expectations of students in a positive way.
How does my personal framework enable or limit pedagogical practices?
Enables:
My framework enables my teaching as I have clear and high expectatiosn of all students for both academic and behaviour. These expectations as set up in the first initial weeks of school and allows for consistency during the school year. Because of this students are fully aware of what is expected from then in both an academic way and a behaviour way which will be make it easier to make goals and enforce behaviour management.
Following on from that point my framework allows for more time spent on task learning without preventable interruptions. This is thanks to those first initial weeks setting up high expectations, routines and SEW. By dealing with the priority of SEW in the initial weeks and building up that repore with the students where any issues that involve SEW can be dealt with imminently. Now that issues of SEW are dealt with there will be more on task learning, this is reinstated by the static that if a student has a strong SEW there is an 11% increase in standardized achievement test scores (math and reading) (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
The last way in which my framework enables my teaching is too encourage learners to succeed. By having high expectations and students having personal responsibility for their learning, students are more aware of where their heading due to their goals and can help themselves learn as they take on that responsibility by making sure they are ready of class and have all that they need. As for the classroom it means that these students are motivated to learn and in most cases want to learn because of that. The teacher also plays a big part in encouraging them and creating the positive environment to do so.
Limits:
I honesty can say that my framework does not limit my teaching in anyways. My framework cover the priorities that are very board in which mean they are flexible and can be suited to any situation. High expectations and students personal responsability for their learning and SEW can always be integrated into my teaching. With out always intending to I differentiate in most of my lessons, but in saying that you cannot always differentiate lesson, some activities and content are able to be done by all without differentiation. Therefore it does not limit my teaching.
Do my priorities match my behaviour?
These here are the behaviours in which I believe are necessary and link directly to my framework. I believe that my behaviour in the classroom very much mirrors the priorities highlighted in my framework. Therefore I too am showing these behaviours in my classroom.
Being accepting of diversity is very important. You need to show students that diversity should be celebrated. If I do not show that I am accepting of diversity and understand that all students are different with different strengths and weaknesses. I am not building a safe environment for the students that do need the curriculum to be differentiated for them and then unintentionally singling out those students from the other “Normal” students.
I need to show students that I am understanding and a patient role model so that I can successfully create a safe environment for students so that they feel comfortable to discuss SEW and for it to seamlessly be apart of our curriculum
Reliable and consistent all link too the high expectations that I have in the classroom. this mean that if I am to set expectations which cannot be changed daily. I need to be consistent and reliable so that students understand their expectations can work hard to get there.
Lastly I need to be trusting of my students. I have given my students the responsibility for their own learning. If a student comes to me and says I don’t have a pencil I will not look for them, as I am trusting of them to first of all look after their belongings and second of all know where to go to find a pencil with out my help. As these processes will be set up in the initial first weeks in school.
