Similarly, it is essential for students to use their real-life experience to connect school learning to students’ lives. According to Brown (1999), “if minority students are to enjoy the benefits that should accrue from schooling, their culture must figure prominently in the process”
Teaching philosophy is described by Sadker and Sadker as, “Behind every school and every teacher is a set of related beliefs - a philosophy of education – that influences what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role and what should be taught and by what methods.” (Teacher, Schools and Society. 2005). With this definition in consideration, my teaching philosophy is “I believe that children learn best when they are given the chance to choose, discuss and explore what they want to learn, when they want to learn and how they want to learn. I believe that a teacher’s role is to prepare an environment where children can fully realize their potential
USE QUESTIONING AND FEEDBACK TO CONTRIBUTE TO THE ASSESSMENT PROCESS UNIT 2, 6.4 LITERATURE REVIEW Harlen explains that there are two main reasons for assessing students: to help their learning and to report on what they have learned. He argues that researchers typically discuss these reasons as different purposes for assessment and “mistakenly as different kinds of assessments that are somehow opposed to one another” (Harlen, 2007b). How can they achieve the aim? When learners know and understand these principles, the quality of learning will improve. Sharing this information with my learners will promote ownership of the learning aims and a sense of shared responsibility between me the teacher and learner to achieve those aims.
Research suggests that a sound home-school environment is important to develop educational outcomes for students specially belonging to Indigenous groups. In order to build and sustain a strong school-home partnership, it is important to begin an informal social networks between the parents and the teachers outside the school contexts where relations of trust can be developed. Such education is based on development of Morals according to Kohlberg while Vygotsky emphasizes learning through the process of interaction. Children experiences abrupt changes in their ability to solve problems that is why indigenous strategies followed while teaching. Children of different age groups should be given different guidance.
In other words, they often used the type of assessment that mainly focuses on the ability of the students to arrive or produce or demonstrate their own learning. They rarely used the assessment tools that focus on the product their students were able to come up with. There are many reasons why teachers are reluctant to use formative assessment in their classroom. Time shortage and large class size are one of the main reasons that teachers mentioned in their interview. Moreover, teachers decided their assessment types basing on its convenience for management.
It helps to build self-confidence and enhances motivation to learn. It builds a holistic individual who is ready for life. I strongly believe that both heredity and environment should be given equal priority in teaching and learning. As a teacher, it is important to understand the effects of both heredity and environmental factors on learning. By so doing, a teacher can be in a position to plan and lay a strategic environment for learning for their learners.
Curriculum is the foundation of the teaching - learning process. The development of programs of study, learning and teaching resources, lesson plans and assessment of students, and even teacher education are all based on curriculum. Curriculum and curriculum development at first glance appear to be of chief concern to educators, governments and parents, and both have relevance and impact on the development of communities and prosperity. The process of curriculum development in India lies between the two extremes of centralization and decentralization. From time to time, the national government formulates the National Policy on Education which includes broad guidelines regarding content and process of education at different stages.
But it is only possible with: -The agreement of the center: It requires the joint action of all teachers and also they have to put this attitude into practice by creating a microculture where pupils experience all rules, values, roles.. -Teacher training: As other researchers said before, is very important to train teachers because they are the authority and models inside of the class so firstly, they have to be aware of their own cultural values, secondly they have to develop an attitude of openness and respect toward other values of other cultural groups and to see the cultural diversity as something enriching and not as a deficit. Also, is highlighted by the authors that the first step to achieve respect for other cultures is to know and appreciate their own cultural values. In addition, is up to the teachers to teach strategies of communication with others and skills such as empathy to understand and subsequently also value the cultural values of other groups. The lack of this kind of values as a content inside of the class is very criticized by
As a teacher, I have to work hard to enhance my students ' roles in class. First of all, students have to be engaged in the learning process so, in order to achieve that, I must ensure that the classroom is a welcoming and safe environment so students feel accepted and affirmed. Moreover, surveying students favorites would help me to build a connection with students and this suggested information would serve as a motivator for enhancing the academic performance of the students. Learning opportunities must be collaborative so that peer relationships and social skills are active in order to help students to be engaged and motivated. Furthermore, make sure that students ' self-belief is enhanced and they must believe that they are able to learn and deal with failures in order to develop their confidence towards learning.
It has been known that cultural and socioeconomics factors might impact one’s attitude and value towards the environment. Indeed, culture strongly relates to a country’s educational systems, particularly in the term of its curriculum (Tao et al., 2013), even Brunner (1966) argued that education especially schooling is a place to enculture children and to maintain the culture itself. Cogan et al. (2001) adds that culture is reflected especially in the learning processes. Accordingly, everything resulted as learning outcomes, mainly attitude and value towards particular subject which is in this context towards environment, inevitably is reflected from local culture.