Moral development is the gradual development of an individual’s concept of right or wrong – conscious, religious values, social attitudes and certain behaviour. Kohlberg’s theory of moral development can be used by teachers in classroom in following ways:- - Incorporate role-playing and use of scenarios to teach objectives of Family and Consumer Science curriculum. - Develop tests that use scenarios and questions specific to the scenarios. - Develop projects where students must use skills of application and evaluation - Develop method of incorporating student input into classroom disciplinary procedures. - Develop writing assignments for classroom disciplinary infractions.
All teachers have expectations of the children within their class, and these notions of what children can achieve on a daily and long-term basis, can have both direct and indirect effects on the children. Additionally, the term ‘teacher expectations’, or lack of, has been known to inspire honourable resentment for teachers’ purported role in creating educational inequalities (Rubie-Davies, 2015 & 2018). Dweck (2015) reveals that, all too often, when teachers have a fixed-mind set about certain groups of children and decide they are not ‘capable’ of challenge because their intelligence is fixed, steps are rarely taken to help them develop their fullest potential. This echoes my mentoring class teacher’s comments regarding our low-ability group not being capable of understanding remainders in division. Teacher expectations can have profound effects upon children and their academic achievement, and there is a wealth of literature and research available to substantiate this belief.
In a study conducted by Unianu (2011) on Teachers’ attitudes towards inclusive education, a possible reason for mainstream teachers having preconceived ideas on children with special needs is the fact that they may not know or identify the main characteristics of students who have different disabilities. Since they lack this ability, they need assistance and support from school professionals such as the school counselor and or school psychologist in order to help each child and create an educational activity that will effectively and efficiently help the child learn (Unianu, 2011). These are some of the reasons why issue like incapable and inadequate educators pose as a problem inside the classroom. Since these teachers are not qualified or trained to handle an integrated or inclusive classroom and the school may lack the necessary resources and services needed, both the learning of the regular students and the students with special needs will be disrupted. Aside from that, the safety of the students and the teacher will both be put at risk.
Some parents and teachers also face a language barrier where in some situations, parents are from other parts of the world. Another barrier to parental involvement is cultural barriers that include different lifestyles, values, culture, and experiences between teacher and parents (Morris &Taylor, 1998). Denessen et al, (2007) stated that cultural differences make parental involvement more difficult for teachers and school administrators. Another barrier to parental involvement is cultural barriers that include different lifestyles, values, culture, and experiences between teacher and parents (Morris &Taylor, 1998). Taken from a doctoral study by Charlotte M. Anthony from Walden
An additional ciriterion used to evaluate assessment which has earned increasing attention in the past decade is the extent to which a test is aligned with the curriculum learners are expected to learn in schools. However, determining the significance of these tests requires more than just a score. For instance, what is the content of the test? To what extent is that content part of the curriculum? Moreover, although standardized, norm-referenced tests are designed to provide information about individual learners in relation to a comparison group, these tests are often used to make inferences about the effectiveness of education.
How much are teachers responsible for the manners and personality of the child and when should the parents step out and take things into their own hands? It’s true that in the past teachers were using physical contact to establish their authority in the classroom and nobody found that weird or illegal, however times have changed and so did people. Different generations require a
In this reflection paper, I will be exploring how the concepts of social justice, positionality, and bias apply to my tentative capstone project topic of maker-centered/project-based learning in public school K-12 classrooms. First, I will explain how I can enact the goals of social justice through my research and offer an insight into the lived experiences I will be examining. Then, I will discuss which aspects of educational oppression I am critiquing and my underlying assumptions associated with them. Next, I will explain whether or not I am perpetuating hegemony or generating alternatives. Last, I will describe who my coalition partners may be and other questions I should be asking myself moving forward with this research process.
In his “THE SEVEN-LESSON SCHOOLTEACHER”, he talks about schooling and the way normal teachers are taught to teach. Confusion is the first lesson he talks about. He admits that in modern schools, everything is taught out of context, without following the children interests. He also talks about the importance of class position; he says that every student should be assigned to a specific class with people with the same age and also that the grades reflect the level of the students (which is totally illogical). Teachers also teach students to be indifferent to everything that nothing is worth to spend time on.
There, my content was being tested and fortunately, I could teach them the right concepts even there were several students who could not understand well. Before the announcement of internship placement, I wished that I would teach senior high school. The announcement was out and I got grade 7-12. I taught that I would teach junior high school because I believed that God would teach me more about classroom management. My taught was right.
However, in my last placement, the school have created DPR which is a system to measure pupils against the standard in order to comply with the Ofsted requirement to accept any system the school will adopt as long as they can justify it (Collie, 2013). Yet only the class teachers could access the DPR, and this was making things difficult for me as trainee teacher to record and monitor my pupil’s progress. It was a requirement to raise pupil’s expectation on what they should achieve by the end of the lesson and this could ensure that some or most pupil’s level is secured if they can reach the success criteria. What I found most important in this system is that being an class teacher at this moment when the curriculum level are taken away, it is really