The behaviour we observed is models. In social life, children encompassed with effective people like parents, siblings, friends, tv characters and teachers etc. They attract to certain people and encode the behaviour and later imitate the behaviour interest to them regardless whether it is appropriate or inappropriate for them. MEDITATIONAL PROCESS: it is referred as a bridge between traditional learning theory and cognitive approach. Bandura believes that individuals are effective "informative processors" and always anticipate the connection between their behaviour and its outcome and such factor involved in the learning process to evaluate if the new response is accomplished.
By incorporating the Myers-Briggs Type Indicator, faculty can layer this assessment with Socialization and Jablin’s Model of Organizational Assimilation (1987, 2001) to help develop and increase student retention/involvement in the classroom. By analyzing students sense-making (Weick, 1995), faculty can have a greater appreciation of what their students are thinking when they first begin class. Faculty will also have a better opportunity of addressing student concerns such as cultural accountability and meeting their educational needs in a communication style that is effective and understandable to each
As an aspiring counselor having the knowledge of theories will be a useful tool to assist and serve students in their developmental journey. Student development theories allow educators to get a sense of where students stand in terms of their development as a person. It is important to realize that every student is unique and possess their own strengths. And as educators, it is also to crucial meet the student where they are and be engaging in developing the whole person. Using a holistic approach that takes into account their physical, emotional, and mental well-being.
The application of proper research findings to develop measurable outcomes for school counseling programs and interventions need to be mastered in this program. Also, is expected that the counselor works with parents, guardians, teachers, families, also peer programs and community resources to best act on behalf of their children. Focus on addressing problems that affect student’s performance in school. Leadership skills are also expected from School Counselors. The ability to demonstrate leadership qualities by accepting responsibility and valuable feedback to promote rational methods and professional and personal growth.
The insight that the EYLF sets out to achieve for cultural competence is ongoing learning and reflective practise. Educators need to engage and foster ongoing learning that is required and inclusion from other professionals when engaging in critical reflection. Critical reflection on matters such as professional reading, networking with other professionals in that same field, and learning from and connecting with families and the local community. The reflection includes reflection on relationships and partnerships with families, the extent to which diversity is respected and the curriculum supports high expectations and equity and also each staff members level of cultural competence. The EYLF also encourages children to develop positive relationships with others, and to respect diversity in order to develop social and civic skills, to establish and maintain respectful and trusting relationships with their peers and educators.
This requirement covers information about colleagues and extends to communications with others in a social sense as well as work- related situations. Pupils will look up to teaching assistants and they will see them as someone they can trust, therefore it is important you handle any problems they address you with appropriately and ensure you inform them of what you are going to do
Teachers can learn about different cultures through many resources, but the most useful way to learn about students’ cultures is to look to the community. Students, parents, and community leaders are all useful sources for information about a student’s home culture. Information that is important for creating a culturally responsive learning environment include values, attitudes, and habits. Once a teacher has familiarized themselves with their students’ cultures, there are several strategies that can be used to create a responsive learning environment. Self-Assessment According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment.
Lessons are designed according to students learning difficulties. Students’ prior knowledge is assessed through the pre-tests and interviews as assessment tools to inform the content of the lessons. According to Hodge (2010), the key component of an effective lesson is when the teacher understands and knows about the topic. As Variation Theory using learning study is collaborative in its nature, teachers gain more knowledge on the topic as they discuss and meet to share their past experiences about teaching the topic before proceeding to the
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.