The key to supporting children’s and young people’s learning is motivation, even if this is one to one with a pupil, in a small group or as a whole class, whether you are supporting the teacher or taking the class. Approaches to motivation include behavioural, cognitive, physiological and social. Therefore, when setting goals for pupils to achieve it is a crucial element. A pupil’s behaviour and the persistence and strength of their behaviour is all affected by motivation. Lesson plans often incorporate activities which are fun and interesting but linked to the learning objective, therefore hooking the children’s imagination so they become motivated to take part.
Behaviour is the way in which we act, speak and treat other people and our environment. Children and young people whose early social and emotional development is positive are more likely to make friends, settle well into school and understand how to behave appropriately in different situations. They have strong self- esteem and a sense of self- worth, but also have a feeling of empathy for others. They understand what the boundaries are, and why they are necessary. Behaviour has a significant impact on current and later success for children and young people, in terms of their social skill development, education and employment.
Preventive approach: Positive reinforcement and redirection would be effective in this case as they would engage in creating a constructive and friendly environment. They would highlight on the curriculum and program structure as the main areas for guiding the child’s behavior which is asserted to be largely determined by the human and physical environment. This two areas are said to be designed with routines, guidelines and schedules for utilizing the children’s physical space and time within a learning environment. The positive reinforcement for instance, offers among others positive statements and gentle touches especially amid negative situations giving the child some consolation and a feeling of belonging. Positive reinforcement encourages
Children need positive, loving relationships so they can feel safe. Trust is an important factor in life and if they don’t learn that early, it can affect how they develop. The second Core Value is Basing our work of knowledge of how children develop and learn. We need to have a curriculum in place that they are able to understand. When you have a variety of tools, they are
I have gained patience when working with children and I believe it is a skill that is required in order for children to exceed their needs and to help a child during transitions to reach their full potential. Timing is key and with support the children will be able to emotionally adapt to attending school but also embrace new surroundings. Encouragement while children are taking part in activities in school allows children to gain self-esteem and confidence as they are being motivated which can give them a sense of achievement. Being a role model to the children is a personal skill as it gives me pride knowing the children are inspired by me and that they can learn from me by using their own initiative, being helpful to others and allowing the children to give suggestions on what they would like to do can keep them
The importance of good lesson planning and the benefits they have for the teacher. When considering the importance and even the significant of effective lesson planning, quite often we immediately considering the benefits that this can have on the student. Effective lesson planning certainly does benefit the student, discussed later in this essay. The benefits of planning for the teacher However, the teacher benefits of planning must also be considered. This means an effective class and raised teaching standard which in-turn improves the overall motivation of the teacher.
In order to learn more productively, children should be encourage to work with each other and with the teachers, so that their language skills and learning styles become more rooted in a positive and capable way and that they grow to understand that unity can be rewarding in itself. Also strong ties with the local community or ‘community cohesion’ should be demonstrated by the school family. The links the school has with the local community and partnerships made with people and organisations from that community will allow pupils more opportunities to advance their learning and skill
This also relates to principle two that whatever practitioners do must be ‘culturally authentic and appropriate to a culture’. Hence, when learning incorporates topics central to children’s lives they become more confident and engaged as it’s of interest to them. Taking the children’s funds of knowledge on board bridges the chasm between the household and school, the reciprocal relationships between parents and teachers and the
Children are becoming confident in themselves when they can work through the challenges they face. What do you believe the purpose of early childhood education is, and how do you want to practice your philosophy in working with young children and their families with diverse backgrounds? How can you embrace your children’s diverse learning styles, individual strengths, and talents as well as needs? How will you effectively work with other teachers, families, and the community? Provide specific ideas and examples of your ideal teaching approaches, strategies, and
We should pay attention to classrooms for young learners it should be a place where they feel cared and safe. It should be a great place to be, beautiful place and creative environment. Teachers have to use different pedagogical approaches. They should participate actively in their learning and to assist professional development. The
All effective practitioners reflect to ensure that they are providing a high standard practice to ensure that children are provided with the chance/opportunity to strive for the best education (achieve their best). Reflecting on your own practice could be beneficial to a practitioner within the setting as they would be developing a clearer vision in thinking creatively as a skill and also the practitioner would be able to get a better understanding of others in the setting. By having a more clear understanding on the children you are working with in the setting would also enable practitioners to meet the individual needs of the children and make adjustments to activities if needed or provide the children with an individual educational plan
A key to effective PMII is the selection of peers to participate in the intervention (Appendix A). First, it is important to select peers who exhibit good social/language skills; have positive social interactions with the learner with ASD; are generally compliant with adult directives; attend school on a regular basis; have similar schedules/academic groupings as the learner with ASD; and express a willingness to participate. After selecting the peer, one must plan for the actual training session. Peer training sessions should be based on the individual needs of the learner with ASD. It is important to begin the training by teaching peers to recognize and appreciate individual differences.
Cooperative learning also creates self-confidence in each student by allowing them to be a part of a group and working together to create a common goal. - Direct instruction. With its structure, direct instruction can be one of the most powerful tools in providing instruction, for both children with and without disability. We use procedures that are grounded and systematic, providing sound teaching and learning principles. We ensure that our teachers are organized with the content needed to provide a cohesive learning environment.
A. Children naturally want to support and encourage one another. Educators can help contribute by observing and recognising positive interactions between children and help show them the value of positive interaction. The best way to achieve this is by remodelling positive and constructive experiences. Children should also be encouraged to ask lots of questions as by doing this they not only learn from one another but also to appreciate other work to.
If a student is not making adequate progress, they try other interventions or ways of implementing instruction to help students to progress. Outstanding educators are flexible and can think quickly, they are able to adjust lessons to meet the needs and address the learning styles of their students as necessary. An outstanding teacher is firm but fair when disciplining students. These educators are always aware of what is going on in their classrooms and monitor situations as needed to quickly and effectively keep things from getting out of control. Outstanding educators get to know their students, and show them respect and kindness.