Those messages of implied curriculum usually deal with attitudes, principles, beliefs, and conduct. Although implied curriculum is unavoidable, a student’s worldview can be deeply impacted by the implied curriculum in a school. In teaching character education, teachers are asking students to conform to a set of values they have chosen. Teachers must be extremely careful as they decide which values should be taught to students. According to Power and Kohlberg in their article, Moral Development: Transforming the Hidden Curriculum, administrators and teachers can change the hidden curriculum in a moral atmosphere and teachers and administrators should state moral values clearly and provide democratic environments for students (Power & Kohlberg, 1986, pp.
The fundamental principles upon which constructivism is implemented are active learning, social interaction, and self-regulation (Duchesne, McMaugh, Bochner & Krause, 2013). Active learning, as well as active participation, focuses upon the ideal of ‘learning by doing’ in a classroom context (Duchesne et al., 2013). In this regard, the ‘flipped classroom’ provides the chance for students to decide when and where they may listen to online instruction, as well as providing extra classroom time for more practical implementation of the course material (Flumerfelt & Green, 2013). Since what is taught is not necessarily what is learned by the student, especially due to the myriad skills and experiences that shape a student’s learning model (Churchill et al., 2013), the extra classroom time and subsequent increase in teacher/student interaction allows the teacher to correct any misinterpretations of the content (Tucker, 2012; Horn, 2013; Fulton, 2012; Roehl, Reddy & Shannon,
Putting myself in the shoes of my students, or my previous primary school teachers to open a wider perspective on teaching. These personal educational beliefs guide myself to work as a teacher and consequently affect my professional identity as a teacher (Akkerman
According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment. A teacher needs to assess their personal culture to learn how their own values and lifestyles may create biases towards other cultures. Once a teacher has familiarized themselves with their own prejudices, they can work on ways to embrace different cultures and create a learning environment that encourages success for diverse students. Classroom
According to Kohlberg, at this stage they see morality as more than a simple deal that they can manage themselves. As their teacher, I can help them to identify ways to respond to the cultural rules and understand what is good and bad or right and wrong in a society. These can be taught to them through hidden curriculum. It might be difficult to make them understand all the rights and wrongs as their thinking might be affected by many factors around them. However, as a teacher it is a must to educate them to choose the correct path and ways that a society will accept them.
Schools should adapt literature and teaching styles that resonate with various types of students based on social, educational, or economic backgrounds in order to better engage and teach them. To further improve education, dialogue in classrooms should be increased through debates on literature, current events, and politics. Administrative
Teacher educators and K-12 public school educational leaders recognize the need to provide specific culturally responsive teaching (CRT) training to pre-service and in-service teachers to better prepare these individuals to teach culturally diverse student populations. According to Brown (2012) and Gonzalez (2012), teacher preparation programs are training teachers in the use of CRT. For example, Gonzalez (2012) asserts that pre-service teachers need training in classroom-based assessments that address the learning needs of culturally diverse students. This study explored teachers’ lived experiences with teaching a culturally diverse student body and fills the gap in the literature on teachers’ lived experiences using CRTS with culturally diverse
Perfection is always just out of reach; but continually striving for perfection contributes to keeping both our instruction fresh and our interest in teaching piqued." (E.S. Grassian) A research was conducted by the observer in his/her placement school to identify the link between assessment and learning and why do we assess pupils? After reviewing the school’s Assessment Policy and through observations conducted on a low ability year 5 Numeracy lessons, the observer was able to distinguish the link between two kinds of assessments with regard to learning: 1. Summative
Many methods are used to enhance discipline in schools. Among them are corporal punishment, guidance and counseling, psychological punishment and suspension from school. The use of corporal punishment was banned by the government and teachers were expected to use alternative methods. In Belvoir College International they do not use the corporal punishment as it harms and hurts the children in bad way except some teachers. But these teachers are advised or warned by the management of Belvoir college and parents can take several actions regarding these punishments.
In a constructivist classroom the teacher is perceived as one of the learners who is more experienced and acts like a ‘guide’ to enable the students to explore some new fields of knowledge. According to Brooks and Brooks (2012) the teacher tries to understand the way learners’ brains work, and she or he leads them to construct and combine the newly-gained knowledge with what students already know from the previous experience. Experiential learning, made by American theorist David Kolb is learning through reflection on doing and which is often contrasted with rote or didactic learning. It is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are relationships and connections among all these theories of education, importantly they are also separate terms with separate meanings (Nsamenang & Tchombe 2011)
Educators of English Language Learners are confronted with difficulties. These difficulties include very little professional development on how to instruct ELLs. the absence of essential devices and material, and the drawn out procedure to show them. How your school is doing with respect to supporting ELLs at a school wide level In my school, we have talented Professional learning communities that offer a positive approach to manage school change, and when we meet we examine our EEL students and go over the objectives and target EEL profile and we apply the establishment data of ELLs, including their language ability profiles, including their semantic and substance capacities, is critical to arrange and convey separated guideline to streamline
Speaker, Theodore Roosevelt, in his speech, Duties of American Citizenship, establishes what a good American citizen should act like. Roosevelt’s purpose is to persuade people to fulfill their duties as a citizen of the United States. He adopts a positive tone in order to appeal to the audience. Roosevelt first appeals to the audience on a personal note by using pathos, “No man can be a good citizen who is not a good husband and a good father, who is not honest with his dealings with other men and women, faithful to his friends and fearless in the presence of his foes, who has not got a sound heart, a sound mind and a sound body;” Roosevelt is describing what a good citizen is supposed to do and how they are supposed to act. Being personal gains the