Introduction Personal Philosophy Good order is essential in a school if children are to be able to fulfil their learning potential. In the classroom, disruptive behaviour not only reduces children’s ability to concentrate and absorb information, but also unsettles children and causes immense stress for teachers. While the problem of classroom management in the school setting needs to be addressed, the definition of classroom management must be established. “Classroom management refers to all
2. The strength of these philosophies lies in the fact they are all student centered approaches to teaching and learning. I most appreciate the prescriptive nature of the philosophies meaning that they all are attempting to increase learning and decrease behavior issues by establishing roles, routines, and norms of a classroom. I think if I can actively utilize the approaches above, I can create the type of environment that is helpful to both students and still be a place I want to work in.
being a first-time teacher in a classroom is how to manage a classroom full of students, sometimes we believe preschool students are easier to work with, but in some cases, it is false, kids experience many emotions that interfere with school and becomes difficult to eliminate. It is impossible for students to learn if the classroom is disorganized or does not have plan of rules as they do not know what to expect. To make good decisions about classroom management and provide a positive environment
B. Classroom Layout The teaching and learning processes in any classroom can be analysed and understood through Multimodal Semiotic approach that was developed by Professor Gunther Kress. According to this approach the factors that contribute to the overall effectiveness of the classroom include classroom layout, teacher movement, visual displays, speech, gaze and gesture, voice quality and also student’s posture and movement (Kress et al; 2005, 21). As the book does not conclude with a concrete
Teaching Philosophy Restricted: Contemporary More Restricted: In China and America Topic Chosen: In the era of information and education, the topic of teaching philosophy has aroused hot discussions. Both parents and teachers are paying great attention to children’s education. So along with the cultural communication among the whole world, there are many differences between Chinese and American contemporary teaching philosophy. Outline I. The introduction of teaching philosophy II. The features
MY PHILOSOPHY OF EDUCATION (INCLUDING CLASSROOM MANAGEMENT) Our personal teaching philosophy determines our approach to instruction; therefore, it is essential to have a profound understanding of our own belief system. Ones view of learning and teaching is also affected by the values we believe in. I personally believe that the goal of education should be to encourage students to seek answers to develop their schemas as well as to facilitate their development of knowledge. Aside from academics, I
After completing week three, my experience at Indiana County Head Start continues to only get better. Taking on the responsibilities of an intern at Head Start was a task I never saw myself accomplishing. During my undergraduate work, I thought that I never wanted to work with young children. I was once scared of boogers, accidents (dirty diapers), showing affection, etc. However, accepting the role at Head Start has helped me overcome all my fears in just three short weeks. I believe that Head Start
discusses experiences in the classrooms and how to approach teaching English as a second language. This paper will discuss lessons and my personal experiences in the classroom. Experience in the classroom has varied between beginners, intermediate and advanced classes. I will discuss various teaching approaches to teaching English as a second language and about how classroom management is important to utilize. This paper will discuss a summary of observers of my teaching. Personal development will also
has been obvious that I have adequate skills to be an effective professional practitioner as I am excellent many areas. While completing these assessments, I thought of my characteristics and skills and used some evidence from my everyday interactions. Taking these assessments for the first time in Module 1 was when I thought about my strengths and areas that need to be improved in the context of trying to be a better and effective professional practitioner for social change. As I reflected on each
semester of my experience as a student teacher. One of the key strategies I decided to adopt as a response to the weaknesses I previously identified, was to focus on more individualised and structured questioning techniques. On this occasion however, my priority would be to ensure it was far closer to the rationale outlined in Constructivist and Process curriculum planning. On critically evaluating my initial experience to teaching in this theory, I noted that I had tended to open my lessons by outlining