Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places. Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges
The purpose of group learning and development is to ensure that all learning styles are catered for and the ultimate goal of sharing knowledge is achieved. When using a group to deliver something new each individual can call on a fellow participant to confirm understanding. 1.2 Explain why delivery of learning and development must reflect group dynamics When delivering to a group it is important to consider, what is the normal behaviour within the group? Who plays what role? there will be many different characters and the trainer must be aware of them so the learning can be adapted.
It can be inferred that the group sharing learning model is able to have the students engaged in the activity because the model allows them to be creative in developing their competence. Furthermore, this effective learning integrates the concepts from each member of
Teachers and fellow students will also provide help for students with disabilities; in this way, students with learning disabilities will be motivated to study as they feel that they are a part of a group instead of being isolated in special places. Thus, they will achieve higher grades. Moreover, they will be greatly engaged in the society as they are building bridges with their peers from several backgrounds. On the long run, teachers, parents, and the society as a whole would develop. Students with learning disabilities should be included in the “normal” classroom because it improves their academic performance, social behavior, and communication language.
The fourth level of planning can then target intervention which will focus on children who do not respond to the supports provided by the other three levels and require that additional assistance. This will focus on the individual child’s behaviour and the intent of it. The child then will be taught skills which will assist with replacing these unsavoury behaviours to positive ones The small and consistent changes can assist with the development of social skills. One has to remember that social competency is not based on the number of friends a child has but based on how they engage socially. It is important to know the individual child and respect their
Below we will look at the few different activities that can be adopted in a class: • Group activities – students will be more motivated to participate in class when they are in groups. The teacher can choose different groups with mixed ability students. This will provide them with the opportunity to interact with their peers and to discuss their ideas. Presentations, oral debates and research projects will prove beneficial for them and this can keep them motivated to perform
I learned in this activity how crucial time management skills will be to my ability to complete this course successfully. The analysis from the questionnaire (Table 2) as well as keeping a record of what activities I focus on for a couple of days, opened my eyes to a few areas of improvement. From the patterns observed I could see that most of my time was taken up by work and commitments as well as procrastination. Not being able to juggle theses successful led to irritation and was unproductive. Research suggests that managing ones emotions, being self-aware and self-motivate can be factors for success for a student (Allan, 2009).
“Simply seating students away from others was nearly as effective in increasing on-task behavior as the systematic use of differential reinforcement and delivery of tangible rewards” (Bicard, 2012, p. 407). Since two minimal or complete lack of structure is detrimental to student learning (Westling, Pyhältö, Pietarinen, & Soini, 2017, p. 362) the teacher needs to support autonomy by assisting Leila with breaking down assignments into short manageable tasks on a visual check-list with time limits to complete assignment. A reward system can be implemented as she intrinsically adopts this behavior pattern. In addition, “activities should be engaging and interesting, challenging but not frustrating, and teachers should model and demonstrate the activities for student understanding” (Worthy, 2015, p. 175). Worthy further encourages teachers to continuously reflect and refine assignments to support students with lower achievement (p. 177).
Goals made by students and teachers to achieve this developmental interaction determines the productivity present within every objective. In all three videos representing the multiple forms of student interaction, a classroom can be greatly impacted by the time dedicated to student interaction through engagement. Furthermore, between each student there is an eagerness to listen and learn from each other once given the responsibility to by a teacher. Preparing a student to be more comfortable and experienced in engaging in a classroom could be possible when they are designated with a role or a responsibility. A way, used in one video, to establish an unmeasurable amount of newfound equality in a diverse classroom is through a practice called tracking.
A challenge with inclusive education is the way some teachers see students who have disabilities. If these students are seen as limited potential then they will not succeed. According to the AusVELS guidelines for Students with Disabilities (2014), a student with disabilities is not underachieving, but they merely have a learning struggle, which may require extra support from teachers and possible adjustments to tasks in order to accomplish what other students without learning difficulties can do on their own. This argument is also mentioned in The Disability Discrimination Act (1992) which describes that inclusion “implies a shift from seeing the child as the problem to seeing the education system as the problem.” This is both a challenge and a potential teaching strategy. If teachers stopped seeing the disability as a limitation, then they would be able to create better