Shaman Metaphors

Social Reconstructionists, according to Schiro (2008) “assume that education, has the power to educate people, to analyze and understand social problems, envision a world in which those problems do not exist, and act so as to bring that vision into existence” (Schiro, 2008, pg 134). In other words, the aim of the Social Reconstruction Ideology is to have the Social Reconstructionist educator research real world issues, present them to the students, and have the students work together to create a solution to these problems. Besides the aim of Social Reconstruction, there are other elements of the ideology that requires further examination. While constructing curriculum, it is important to address the nature of knowledge, learning, teaching, the child, and

Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning

We want to create situations where students can relate their learning and their life outside of school, and apply what they have learned. We will implement through various methods of applied learning, and technology to reach our goals. What we understand about out-of-class experiences has important out comes in education. These outcomes are cognitive complexity, critical thinking, intellectual flexibility, and reflective judgment. As well as, knowledge acquisition and humanitarianism.

3.1) Theories of Behaviour Management Behaviour management is a tool, a system, generates learning environment to encourage positive behaviour and minimise the opportunity for negative conduct to occur. It is like modifying and change learner's action in a positive manner where the primary focus lies on maintaining order. Many theorists presented their views in their research work on the understanding of the nature of the behaviour BILL ROGER is an education consultant and author present his work on behaviour management, discipline, effective teaching, and stress management etc. and also lectures widely covers the topic to both the learner and the teacher for the challenges facing in leadership in educational premises. Bill Roger recommended

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. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.

In “The ‘Banking’ Concept of Education” Paulo Freire addresses the inefficient and oppressive nature of modern education. Freire explains that the way in which teachers conduct educating is harmful to the students as well as the teachers. He proposes an alternative method to the banking concept called the problem-posing method. This method treats the teacher and students the same and allows for knowledge to flow in both directions. What Freire tries to convey in his work is that the way the act of educating is performed has a profound impact on the way the students materialize into the real world and how education can be used, intentionally or not, to control the students.

The Effects of Perspective-Taking on Perceptual Learning 1. Introduction The perspectives that we adopt when interacting in the world play an integral role in the processes of thinking and learning. This notion is implicit in the way people speak informally about learning, such as when a tutor says to a struggling student "Maybe it would help if we approached this from a different perspective." In some areas of education, such as in history or literature, understanding perspectives is an explicit focus of the curriculum. And in everyday contexts, it has been suggested that perspective-taking is the primary mechanism with which humans are able to learn from others.

Teachers conduct their assessment work based on various strategies and tools with one common objective, which is to improve students’ performance. Based on the article, “Formative Assessment That Truly Informs Instruction”, these strategies and tools can be grouped into four types: Observations, Conversations, Student Self-Evaluation, and Artifacts of Learning. For observations strategy, a teacher needs to carefully observe the way a student engage in language use and learning. Through the observations, the teacher is able to identify the student’s strengths and challenges. Then, the teacher can plan supportive classroom learning more effectively with the aim to improve student’s academic performance.

It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent

Through social guidance and cooperative dialogue, students acquire skills and knowledge. From this point of view, cognitive development is the gradual acquisition of skills, knowledge and expertise. By examining Vygotsky’s theory, educators learn that cognitive growth is a socially mediated activity that occurs in a context of social interaction. Knowing this, teachers can offer students social guidance to help them develop the kind of thinking they need to become effective participants in their