Reflective teaching is a process of self- assessment and self- observation. Through reflective teaching, the teachers can explore and discover their own ideas and practices, which can make the teachers more proficient and skilled in teaching. Teaching is an intricate and highly accomplished process, and teachers must implement self evaluation (reflection) to make learning effective. The paper highlights the importance of reflective teaching and its impact on pedagogical process as well as language learners. It focuses on the teacher’s ideas; classroom practices to make teaching more refine and acquire a rich experience by amending the drawbacks.
Taking the Teaching Perspectives Inventory (TPI) provided valuable insights of my personality as an educator and offered vantage points from which I could discern and reevaluate my belief, intentions and actions on teaching. In addition, it gives the clearer understanding of our roles, relationship and responsibility to our students. As revealed, my profile is somewhat flat with apprenticeship, nurturing and social reform as dominant perspectives, with beliefs, intentions and actions aligned with each other while transmission and development as recessive, with inconsistencies that I must consider. A flat profile is a result of being a novice in teaching, an educator who wants to become everything to everybody thus giving strong positive responses
High quality is often described as teacher behaviours producing a positive impact on children's learning and development. There is a strong link between the connection between leadership quality and the quality of early years provision. However often in the early years sector we find that practitioners feel that they are ‘unprepared to undertake leadership roles and responsibilities.’(Rodd.2013, p.75) This may be the case because leadership remains to be perceived as additional obligations in relation to demanding curriculum, lack of specialised training, professional growth and routes into adopting leadership as early practitioners. In order to grasp a whole picture of the important role played by leadership in quality provision, there is a number of things that need to be taken into consideration and valued. Firstly the training that is currently given to early years teachers does not ‘provide and prepare each individual to appreciate and take on the role of leadership.’ (Kouzes and Posner.P.33) While the majority of courses touch upon the idea of leadership, this is not sufficient to prepare adults who can mange multi agency services, oversee diverse facilities, and provide the role of leadership to a team.
Teaching calls on the professional to use a variety of skills in order to reach a wide range of learners. One of the most important skills for teachers to develop is the ability to differentiate instruction. Differentiation involves modifying the content, process, product or learning environment to effectively address the variety of student interests, learning preferences, affective needs and readiness levels in today's classrooms (Tomlinson, 2003). As with other professions, teachers' skills develop and improve over time. Many experts consider differentiation of instruction to be a practice only used by veteran teachers, because it involves the "fine motor skills" of teaching, while many novice teachers - preservice teachers and teachers in
The human being, passed through different stages of life and attained adulthood. In this period of time a human being applied the principles, which they gained from the earlier stages of life. • The time period between birth and adolescence of an individual is known as childhood. As per the theory put forward by Piaget related to the cognitive development, generally, there are two stages in childhood, namely, the preoperational stage and the concrete operational stage. The concept of childhood
Bruner Piaget influenced Bruner on his research about Child development, he believed that learning is an active process and that learners need to develop their own knowledge and ideas using their current or previous knowledge. The effective instruction includes: • Personalized: instruction should relate to learner’s experiences that motivates the student to learn from within one’s self. • Content Structure: Content must be designed so it can be easily grasped by the student. He also called this aspect a “Spiral curriculum” building thinking and learning skills over time to make it deeper and more complex, builds on itself. • Sequencing: An important aspect of material presentation.
The teacher facilitates learning by responding to the needs of the learner. To be effective, the teacher or presenter needs to tell things the way it is and stress how to do it. Self-directed learners are responsible of their own learning. Knowles et al., 2005, believed that adults need to know why they need to learn and cited the six assumptions of adult learners; need to know, self-concept, experiences, readiness to learn, orientation to learning and motivation. First, as an educator, we need to emphasized to the learners the importance of learning something in application to their current and future practice.
Psychologist “Lev Vygotsky” believed that the children learn through play and interacting with their own environment and peers. As a teacher it is very important to understand that assessment as a word is construction. There are certain a crucial step that needs to be followed in order attain student achievements. Mainly
DEWEY THEORY Dewey’s theory emphasizes the need to learn by doing. He believed that human beings learn through a 'hands-on ' approach. He believed that ‘to prepare the child for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities ‘and this truly can only be achieved through a hands on approach. Dewey’s theory emphasized the fact that a teacher centred curriculum, plan, and teach in many cases causes children to look away from learning but a child centred plan curriculum and learning where the child’s strengths and interest are built on. This can be achieved if the teacher becomes the facilitator of learning by selecting a set of natural objects which children can relate to, feel and discuss.
It is essential to become ‘reflective practitioners’ as this will help to identify and affirm values and beliefs. Resources: A teacher needs to be resourceful. It is essential for teachers to be able to devise his/her own resources to make teaching and learning an engaging process and to prevent monotony from setting in. At the same time, it will allow teachers to cater for mixed ability