Remediation strategies include developing a structured schedule and "chunking" tasks to decrease the risk of being overwhelmed. Compensatory strategies will focus on simplifying task sequences and decreasing clutter to decrease the child's distractions. Prevention of At-Risk Behaviors strategies will include aid in prevention of failing classes by introducing self-initiated routine strategies that support positive school responsibilities. Additionally, it is imperative to prevent social isolation of the child by promoting participation in class activities and recess time. Education will be provided at end of occupational therapy session along with a take-home
Pedagogy is important because it demonstrate how the teaching and learning occurs. Students must build up their own understandings through teachers’ and their own considered learning experiences. Teacher’s subject matter knowledge and pedagogical knowledge are vital to good teaching and student understanding (Buchmann, 1982, 1983; Tobin & Garnett, 1988). In Shulman's theoretical framework, teachers need to master two types of knowledge: content and knowledge of the curricular development. Teacher must integrate teaching strategies that will help students to assimilate knowledge such as supportive classroom environment, recognition of difference and connectedness to the wider world.
A helpful way to keep this frame of mind is to consider Abraham Maslow’s “Hierarchy of Needs.” The pyramid consists of “…the motivational theory in psychology comprising a five-tier model of human needs…” (McLeod). The student must first have all psychological needs met such as food, shelter, and clothing. By contemplating this tier, teachers should realize that all students may not be as fortunate as others; consequently, do not pressure them into wearing something that does not belong to them. Safety needs proceeds,
It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
Abstract Teaching with poverty in mind. Throughout the years there has been many questions and concerns about the education system in not only America but the world. One issue in particular that comes up would be, how attending a low income schools effects children and those also with special needs. There are many urban and areas of poverty that face this daunting task of trying to provide the best education that they can give to these children who have no choice but to attended a “failing or low- income schools.” Poverty effects people in many ways, which contributes to the lack of education and knowledge. There are many factors that play apart in why students in low income schools are failing not only in school but in life as well.
According to Race et al (2005) evaluation or assessment is the most important thing teachers do to or for their students, since they believe that “the results of assessment influence students for the rest of their lives…”. Evaluation is an integral part of the teaching process, though it might be the most stressful part of it. Hense, evaluation practices and procedures must be constructively aligned (Biggs, 2003) with the learning outcomes that are defined for a particular course, entailing a systematic approach to learning and grading. Evaluation is important for myriad reasons: 1. For quality learning environment.
The problems of gender inequality plaque nations throughout the world and remains a problem in modern day. Individuals from every cultural and religious background experience gender disparity in a variety of ways. Quality Schools International in Tbilisi has a multinational student body with varied backgrounds. The problems of gender inequality still exist for students at QSI, but the majority of these issues exist outside of school life. Certain in-school issues include the dress code and girls in Science Technology Engineering and Mathematics (STEM).
Goodenow found positive relationships between urban middle school students’ feelings of belonging and their academic motivation and effort. Bryk and Driscoll (1988) found positive relationships between a communal school organization and high school students’ motivation, academic interest, and performance. Solomon, Watson, Battish, Schaps, and Delucchi (1992) found numerous positive associations between a sense of the classroom as a community and students’ academic and interpersonal attitudes and motivations. These studies supported the idea that cohesiveness and a feeling of classroom community went hand-in-hand and could be essential in creating a positive classroom climate. Montoya and Brown (1990) were involved with one of the more recent
Indeed, it is not easy to teach and gain secondary student’s interest in learning as they are going through some complex and difficult phases in their life. Thus, it takes someone who is characterized by certain things, hence can fully accomplish the aims of the teaching profession. Firstly, I would say that an educator at secondary level should be someone who is passionate about his work (SJU, 2015). Also, it is at school itself where students are shaped to become citizens of tomorrow. Therefore teachers should have the skills needed to accomplish this difficult task of making learners think and act appropriately.
The teacher should be able to instill the values of solidarity in self pupils from different backgrounds and ethnic groups. Teachers can do that through teaching and learning activities that provide opportunities for students to interact and collaborate directly. Students will learn in harmony to solve problems or tasks assigned by the teacher Such an approach would lead to the inculcation of the values of harmony, unity and mutual respect, highlighting the uniqueness and special characteristics of various ethnic cultures, and learning environments that foster and appreciate the differences between ethnic groups. Learning situations such as this indirectly will encourage students to want to go to school. They are eager to play, learn and collaborate with their peers regardless of skin color and religion,