Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success.
It is necessary for a teacher to have the students organized and transitions smoothly, but all the other little details, if thought of, help to make for a great lesson. A strong, outstanding teacher must manage the class efficiently and have some level of structure. An outstanding teacher needs to be able to analyze data, set goals, but most importantly have an inner drive to learn more, achieve the goal, and constantly adapt and do better.
I would use content scaffolding because it’s important to reinforce background knowledge and start from the beginning with a student, while making new connections with them through familiar or highly interesting content that motivates the student to dig deeper. I would also use material scaffolding in the form of a cue sheet with guided examples and possibly a mnemonic device that would help students perform and complete the task of long division. I would reinforce the use of a mnemonic device and guided example through constant modelling with verbalization and practice until the student has mastered long division. This could be considered task scaffolding with the use of performing the task of solving long division by modeling and practicing the mnemonic device with the student one step at a time until he or she can independently use the task by his or herself. The guided examples would also serve as task scaffolding that would be reinforced with verbalization, eventually be phased out over the course of the lesson.
PBL requires much time that must be provided to solve complex problems. So, it will lead to a lack of time available for the material/content and the organization and administration of project based learning can be time-consuming (Helle et al. 2006; Kemdikbud, 2013a). b. Many instructors/teachers feel comfortable with traditional classroom, where they play a central role in the classroom (Kemdikbud, 2013a). This is a difficult transition, especially for instructors/teachers who have little or no control of the technology. Moreover, teachers’ content knowledge, students’ lack of experience in project based learning and their preferences for traditional-structured approach that emphasize passive learning (Helle et al. 2006).
Adequate Yearly Progress only focuses on if the student is proficient at the time of the testing. This is a disservice to students and teachers because you are doing all this work to take a Standardized test. Standardized testing can create a lot of stress for both educators and students. A student with a 4.0 must pass all four standardized tests in order to graduate. That causes a student a lot of stress with all the hard work they do during the years it seems like a waste when it comes down to a test to graduate it can be very discouraging.
Therefore, teachers must accommodate students who do not necessarily speak the same languages (Moodley, 2013:74 -75). To ensure that student’s education is not compromised, a target language needs to be implemented to ensure that the subject being taught is acknowledged by the learners. However the “language barrier” would also create an opportunity to code-switch, which will benefit learners to a great extent. It will not only eliminate the isolated feelings of students but accommodate their language and cultural backgrounds. Furthermore, a teacher will be able to teach their class to the extent where they will be motivated to learn.
PERFORMANCE TASKS IN DEVELOPING CREATIVITY IN EDUCATION ABSTRACT The creativity is a process which can be enhanced by education. The creativity process may be evaluated in the most efficient way by following the student studies. The significant point is to look at the events, ideas, rules, behaviors and objects from different perspectives and to experience it in the life itself.
This goes beyond providing a wide range of manipulatives for students to choose from (which is beneficial) but tasks teachers with identifying what types of manipulatives lend themselves well to specific concepts, or the idea that tasks and tools go hand in hand. In the future this knowledge will inform my decisions about how to best approach new concepts and what I can do to help set my students up for success. As a teacher, having a variety of manipulatives at your disposal gives you the ability to give individual students the type of support they need to understand ideas and achieve goals; what works for one student might not work for another but having multiple options for them to choose from and connect with makes math concepts much more
In regards to managing my classroom using rewards and punishments, I believe that they can be beneficial to an extent for students. The overuse of rewards or punishments conditions them rather than intrinsically motivates them. If students are always being punished, they are only behaving in fear of consequence. When punishments are used in moderation, students are able to comprehend the reasoning behind the repercussions of their actions, and will then be more inclined to behave based upon their full understanding rather than the superficial conditioning