c. Make students apply the knowledge they already have into new situation. It will increase harmony and tolerance attitude because in selecting the most appropriate solution to solve the problem, it needs acceptance attitude from all students. Intani (2015) also stated that the effect of Treffinger learning model implementation included: a. Growing positive character inside the students, discipline, responsibility, cooperation harmony, tolerance, bravery of expressing opinion, and self-confidence b. The students were getting sensitive to social problems and could solve them c. Ability of thinking
The discipline hierarchy allows the students to self correct their behavior before incurring a harsher form of punishment. Overall, although I believe that having clear expectations and behavioral procedures are essential for good classroom management, I also believe that one must still remember what an effective teacher looks like. Thus, when it comes to the area of classroom management, it is still vital that the teacher strives to maintain positive relationships with the students. Effective classroom management is not simply about punishing the student and moving on. Instead, a teacher should remind the child that they are capable of behaving better, and encourage them to do their best.
In the contemporary perspective, formative assessment feedback is used to improve learning and performance by correcting what is wrong and to encourage pointing out things a student had not discerned. This is to say that formative assessment intended to contribute to learning by integrating a feedback cycle regarding the students’ current performance. This requires summative assessment, the judgment of a students’ mastery of content against a criteria or standard at a certain point to take place prior to feedback being able to be given. This, therefore, causes a summative assessment to be necessary to all assessments since judgment according to standards or criteria is needed to occur so feedback on how knowledge or work can be improved is required. This interdependency allows for many assessments to be both simultaneously formative and summative in nature.
The standardization of public schooling has caused fundamental problems for students and teachers by conforming different types of individuals to the same standard and by discouraging higher order thinking, active learning, and motivation in classrooms. The curriculum itself provides particular standards for teachers, schools, and students. According to the Ohio Department of Education in “Ohio’s Learning Standards”, there are different types of these specific standards imposed.
One most important tip is for teachers should educate themselves and learn as much as they can about intellectual disabilities. There are some techniques and strategies that teachers can also use to support children educationally. First teachers must recognize that they can make a difference in student’ lives by finding out what their strengths and interests are, focus on them, and create opportunities for success. Teachers must also be concrete as possible by demonstrating what they mean rather than giving directions verbally and tasks that are longer in steps should be broken down into smaller steps and provide assistance when necessary. As it relates to student skills, teachers should teach life skills such as social skills and occupational awareness and exploration by involving students in group or club activities.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
Real and conceivable settings were developed that we hoped would connect with students’ familiarity and motivate them to involve in problem-solving behaviours. Most significantly, we hoped that classroom dialogue (of both students and teachers) would demonstrate and support self-regulating
It is important to perform multiple assessments for students and track their improvement for concepts they are struggling with to see whether changes in how the information is being relayed need to be made or whether the student needs additional instruction outside of the regular class meeting time. The data collected in the response to intervention process is extremely important because rather than saying this student improved or this student still needs work on certain concepts, it can show you exactly which students are struggling and to what degree, and then it will help teachers within their intervention plan to assess whether the percentage of understanding for the student goes up or down throughout the assessment period. Having hard numbers to relate back to especially over a longer period of time is more effective in helping the teachers modify or adjust the plan to help the students show growth in their
Reflection Paper 1 About the explicit curriculum Vs implicit curriculum In order to clarify about preferring of explicit curriculum or implicit curriculum, the learners must be understood how both curriculums works as a field of education. Teachers designing their curriculum must consider how the environment of the classroom will impact students. A student will learn from what is taught in a class and from how that class is taught. That student will also take lessons from how her/his class and school are organized.
George Boeree: Personality Theories B. F. Skinner 2. Fritz Redl and William Wattenberg: Group life and classroom discipline Learners are encouraged to understand their behaviour and actions and to know that these differ between individuals. Supports self-control. Uses pleasant or unpleasant situations to modify behaviour. Classroom discipline refers to the efforts of a teacher to help students learn to conduct themselves in a responsible manner (Charles, 2011).
It is prepared for students to self-assess if they meet each criterion, a vital self-scaffolding technique. Not only that but most often the criteria are linked one another, hence they formulate the learning. Holton & Clarke (2006) highly recommends to empower the students to develop their own problem solving skills, with this in mind, the first process success criterion encourages students to analyse the question and get a greater picture before they start solving it. This is transferable skill that can be applied with any