If students were to earn extra credit when participating during class, doing things told to do in time, they will learn compliance is very important those other behaviors (Hidden Curriculum: 2017). Hidden curriculum at micro level It is reported that the hidden curriculum is expressed in terms of the distraction between what is meant to happen, that is the curriculum stated officially by the educational system or institutional and what teachers actually do and experience on the ground while delivering the curriculum. Hidden curriculum at meso level It is observed by writers the way that a school or academic program is organized and operated can convey messages to students. If non English speaking students are largely separated from their peers for the most of the school day or students with physical or learning disabilities are enrolled in specialized programs that are relegated to windowless classrooms in the basement, sense of cultural belonging, self-worth or academic potential. The formal rules in a school may communicate a wide variety of intentional and unintentional messages to students in different
Source: My Pegagogic Creed, John Dewey, 1897. (Page 2) Dewey believed that child-centred learning would help them build on their identified strengths and argued that children were unable to learn information unless they could apply it to their own lives and experiences. The active application in this way would ensure that the child had internalised the learning. On the same lines, he also viewed the construction of such knowledge as being subject to trial-and-error interactions between a child and his or her
One important principle is that “ Development and learning proceed at varying rates from child to child, as well as at uneven rates across different areas of a child’s individual functioning” (NAEYC, 2009). As a teacher one should plan ahead for assessing students abilities and ranges of development. Then she should be ready too differentiate between students when they all accomplish tasks at different paces since no two children are the same. Teachers should also be aware that the same child will vary in their own development at different tasks. I’ve seen this in schools in way of differentiating, a method in which lessons are simplified or made more challenging based on the difficulty levels students can preform at.
Review of the student(s) IEP may have created a preconceived notion towards the student(s). In order to receive special education, the labeling is created to assist the teacher in knowing the students background educational issues. This labeling should be used as a tool only instead of defining who the student is. Each student has different learning methods and it is up to the teacher to find the best way to teach each and every student. The IEP records are only used as a starting point for teaching the student and it is up to the teacher to know the students strengths and weakness in learning.
To facilitate learning of children, patterns of learning can be modified and more elements of cognitive training can be added in play of students. On the other hand, different students may achieve different levels of cognitive skills. It is important for teachers to notice the difference of progress of students. Different levels of intervention of framing of knowledge can be adopted by teachers, which influence students’ understanding of knowledge (Arcidiacono, & Perret-Clermont, 2009). Next, since only performance of one subject is observed, it is suggested to enlarge the scale of research and observe the performance of different participants.
Firstly through; being very attentive to the children, identifying their needs, while also noticing and understanding variances in their behaviour and responding accordingly. In correlation to this teachers should develop self-awareness to separate their own feelings from those of the children Lillard (2005). Secondly, observation is used to evaluate children‘s interests, for instance, the teacher would note whether or not the child is interested in an object, how he/she displays this interest and how long they are interested in it. As a result, teachers could also use observations to assess children‘s work in progress, though this must be done subtly as even a glance could disrupt the concentration of a child engaged on a
ECE Assignment 2 Liliana Repp Developmentally Appropriate Practice Developmentally appropriate practice has to do with teachers teaching with a purpose, keeping in mind core considerations. Teachers need to keep in mind goals for children learning and development to be intentional for children to reach a goal. There are three areas in which to consider when making appropriate goals for children. The first area that teachers should include when making appropriate and reachable goals is to be and have knowledge of child development. Children learn differently at different ages so there will be things that they can and can’t do.
Vygotsky also acknowledges the strong interconnection between the spoken language (speech) and the development of mental concepts. He states that thought and speech are directly connected, and it is not right to take them as two isolated elements. Even if language and thinking and have differing genetic roots, at around two years of development both lines connect to make a new form of behavior: verbal thinking and rational language. Knowledge from the teacher lectures to the pupils is not sufficient enough for the students to learn. It is best for students to be active in learning either by experiencing, thinking, or by solving problems.
Students have different learning needs, cultural backgrounds, family structures, and beliefs about the value of schooling...” (Goodlad, 1990; Haberman, 1995; Koerner, 1992; Wells, 1990). These variables beside their psychological characteristics, personal attributes and experiences affect their perceptions of what’s going on in the classroom and also their perceptions of teachers’ effectiveness. Shimizu (1995) says “Different learners have different images of good teachers”. Further, learners’ perception of effective teaching may vary from that of their teacher. Goodlad (1990) believes that Students coming from backgrounds different from the teachers exhibit a wide range of behavioral and academic characteristics about which many teachers are uninformed.
These are the divergent aspects of the triangulation process. I involved three sets of analysis. Analysis 1 focused on self and personal needs and how other people regarded self and personal needs. The children’ responses to the eliciting questions were coded. Analysis 2 was about how other people (teachers) regarded them in similar–different dimension of schooling, after schooling.