There are many activities and events available which enable parents to support their children and the school at which they attend. These range from in-school activities such as voluntary work, parents evenings and PTA’s to events based outside of the school such as fundraising events and bake sales. These activities all provide a certain level of support from parents and carers, either helping the school with areas such as staffing, or supporting their own child in their educational attainment. Parent-Teacher Associations (PTA’s) are made up of parents/carers and teaching staff who are each responsible in some way for the welfare and teaching of a child/children in their care (Stonebridge course materials). Importance is relayed upon collaborative
The DAP measures “the internal strengths and external supports that influence a youth’s success in school and in life” (The Developmental Assets Profile). Based on the results, the student is given a personalized standards-based curriculum in “a highly personalized school environment” with small classes, “where each student is known, respected, and supported”. (Good Shepherds Services) Each student is assigned an advocate/counselor who provides the student with academic support and youth development opportunities, like internships, to engage the student in learning and develop the skills needed to graduate. Engagement with the program and staff develops the students’ feeling of empowerment connected with having a role and responsibilities. The majority of the transfer school students are from economically challenged households – having a stable and supportive school environment develops their feeling of safety and lets students focus on academics and developing skills that will serve them after graduation.
It also helps to measure the teachers teaching as both are actively involved in the process. Assessment can be summative or formative. Formative assessment starts from gauging the prior knowledge of the learner to the mid plenary and the differentiated task done by the students. Group and pair discussions, Self and peer marking done by the students, a detailed analysis of the students work or a simple answer given by the learner during the lesson. Taking learner feedback helps teachers to identify individual or group needs of learning.
The mission of this non-profit organization “Is to be an advocate for all students and teachers by providing tools that facilitate student-centered learning, improve overall academic performance, and increase teacher retention.” Freedom Writers Foundation, a website created by Freedom Writers, states, “Erin subsequently founded the Freedom Writers Foundation, where she currently teaches educators around the world how to implement the Freedom Writers Methodology, a progressive teaching philosophy with curriculum designed to achieve excellence from all students.” The foundation founded by Erin does numerous things that help the lives of students and educators. Erin educates teachers around the world how to apply the Freedom Writers Methodology which later helps students in school and in life. Erin provides many events for students and professionals so everyone can learn or teach effectively. For teachers, Erin holds a training program so teachers can support and assist students to achieve academic excellence. Through this program, teachers return to their school with more knowledge, determination, and commitment to change their students' lives.
Head Start finding more ways the get families involve and participating with their children learning. The Reggio Emilia benefits for the right of the teacher, families and all children learning. It encourages collaborative environment and learning experience. The Reggio Emilia’s is challenge in collaboration relationships with project working with children with
Collaboration takes place when associates work together to help students achieve positive results in the classroom. This may be lesson planning with the special needs child in mind or two equally qualified individuals working together in a group or class. (Friend & Cook) (1992, p. 6 - 28) a few characteristics of successful collaborations are based on mutual goals, sharing accountability for outcomes and sharing resources The types of collaborations that you might find in an early childhood setting are typical community resources, there are many nonprofit early education programs that meet the needs of students and are budget approved, one example of community resource is Head Start, a Preschool education program and community resource. The advantages of collaboration are utilization of specialists to assist children and families, availability of resources, funding from other sources as well as implementing consensus building methods. (pg269).
Physiotherapists/occupational therapists work with children outside the school but to support the progress of the pupil may also visit the school to attend any meetings regarding the pupil. Question: Question 6 Answer: The ethos of a school along with its values, aims and mission statement should all be reflected in the school environment. These should all be perceptible to anyone spending time in a school watching both the pupils and staff. The children in a school are valued, with an environment that fully encourages and celebrates their learning and progression and how they are developing. The provision of a safe and secure learning environment for all its pupils should be provided through recognizing the importance of welcoming diversity and equal opportunities.
To design effective teaching environments, it believes one needs a good understanding of what children already know when they come into the classroom. The curriculum should be designed in a way that builds on the pupil's background knowledge and is allowed to develop with them. Begin with complex problems and teach basic skills while solving these problems. The learning theories of John Dewey, Maria Montessori, and David A. Kolb serve as the foundation of the application of constructivist learning theory in the classroom. Constructivism has many varieties such as active learning, discovery learning, and knowledge building, but all versions promote a student's free exploration within a given framework or structure.
When it comes to educating the minds of young children there are many positive benefits, both on a personal level and individually. Creating strong, lasting relationships with the children and families, contributing to the growth process of developing minds, advance personal pedagogy, and so much more. Students’ success becomes your own, and to parents, you become a beacon of support for their child’s development and education. Being an early childhood professional is more than just being a teacher; it’s taking on a role that requires endless patience, forever love, and countless smiles. For me personally, my teaching beliefs and values have always stemmed from personal experiences within the classroom and implementation of curriculum that
Formulating a definition of effective teaching, Goe, Bell and Little (2008) evaluated various discussions in the recent literature as well as in policy documents, standards and reports. They concluded that effective teachers have high expectations for all students and help students learn; they contribute to positive academic, attitudinal, and social outcomes for all students; they use resources to plan and structure engaging learning opportunities; they contribute to the development of classrooms and schools that value diversity and civic-mindedness; and, they collaborate with other teachers, administrators, parents, and education professionals to ensure student success. Teaching effectiveness can be understood by studying the models of instruction