Children use the enquiry methods to answer scientific questions based on the world around them (Turner et al., 2011). Department for Education (2013) support this, explaining how pupils should answer and ask relevant questions by using a variety of scientific enquiries methods. Consequently, leading to the use of process skills; observation and questioning are fundamental process skills which lead to other skills being developed (Roden and Archer, 2014). Roden (2005) believes children should be taught to observe and ask questions, but additionally allowing them to engage in practical work where a variety of process skills are used is important. However, in science there is a tendency for teachers to provide any old activity rather than to choose an activity that meets specific learning outcomes in relation to scientific enquiry (Roden, 2005).
Fixing the strength is complimentary to remedying weakness, which have been the traditional psychological model. Positive education is one of the main research interest within the positive psychology which studies about the consequences of positive conditions and individual strengths in educational settings. John Dewey advocated positive schooling through the idea of constructivism, which emphasizes the individual’s ability to construct learned information according to their own idiosyncratic capabilities and views. Montessori system emphasized the importance of creativity on learning where children are provided with hands on materials through which they can express themselves through learning. Elizabeth Hurlock studied the effectiveness praise in the classroom and found that praise was effective in children regardless of age, ability and gender.
This shapes and argument because it provides an experiment with children with learning disabilities and without and provides data on how they interact with each other. This source can be used to pull data from and also to explain how to help the teachers better cope with the children and make it an ideal learning environment for all children. Barrett, Courtenay A., et al. "Training School Psychologists to Identify Specific Learning Disabilities: A Content Analysis of Syllabi." School Psychology Review, vol.
The group were communicating ideas effectively and I believe this observation was clearly a result of how passionate the teacher was about the pupil’s questions and how well the teacher engaged with the learning taking place. According to the teacher standards, teacher should “encourage pupils to take a responsible and conscientious attitude to their own work and study” (Teacher Standards, 2011) The attribute of being enthusiastic is a huge starting point for children that have an unwilling attitude
The author gives examples as to how teachers have told students how they do good based on how they’ve done rather than what they have done. An example is “Growth-minded teachers tell students the truth and then give them the tools to close the gap (Dweck 110).” Even if the truth hurts, they still tell it but give advice afterwards. The author says steps to do so is through the children by reminding the parents “that praising children’s intelligence or talent, tempting as it is, sends a fixed-mindset message (Dweck 116).” Since children are the easiest when it comes to manipulating the way they think, it would be good to engrave a growth mindset in them already so that way they share it and teach it to their kids one
According to Laurie Futterman who chairs the science department and teaches gifted middle school science at David Lawrence Jr. K-8 Center, “Reading, math and science aren’t for everyone — and we need to realize that.”(“Beyond the Classroom: Electives in School — Essential or Entertaining?”)Students can get amazing impacts from electives. Elective can change the way students go through their life. Electives should be allowed to stay in middle and high schools because it can help students find their hidden talents, it can help them find their future job, and find ways to get better grades. One reason electives should be provided is they may help students find their hidden talent. According to Ernie Rambo, electives can show their kids some skills that some classes may not consider(Rambo).
Much like Einstein’s work on relativity was not about designing nuclear bombs, Skinner’s work was not about classroom management but it is easy to see why many of its principles have been adopted and studied for educational purposes. Jacquelynn English in her presentation on Skinner’s classroom management states that “Teachers have benefited from Skinner's fundamental work in reinforcement as a means of controlling and motivating student behavior. This classroom practice that teachers use are called (behavior modification). Teachers consider this technique to be one of their most valuable tools for improving both learning and behavior in their students.” (English; 2012). So it would seem that behavior is key to the goal of the teacher and by re-enforcing positive and ignoring and stifling negative behaviour teachers can control and conduct behaviour which is key to classroom management.
They represent the future of this country, so they should be protected as such. In spite of this, the cost remains a concern. Instead of drug testing the entire school on a frequent basis, a school system would benefit from only requiring random sample groups. This way a large, representative group of the student body could be identified for use of illicit materials while minimizing the expenses. This, of course, requires quality planning on the part of a school administration to administer the testing in a way that maximizes the effectiveness of finding those students with the most risk of drug use.
The teacher therefore has to come up with creative and innovative ways to teach children and to always actively involve the learners for learning to be maximized. She can do this by relating the content of this focus area to the child’s actual world and also by bringing concrete objects to touch and feel, or even pictures. The influence of Beginning knowledge on children: This kind of knowledge can only benefit children since it forms the basics of their entire schooling career. They start becoming critical thinkers by questioning things that happen around them, and acknowledging why things happen in a certain way. It also helps them realize what world they live in, how to interact in this world and how they as individuals fit in the world.
Teaching science as inquiry has the potential to be more relevant to students than other forms of science instruction because it engages students in negotiating their own understandings with science and approximates how science is practiced (Dewey,1938). Dewey’s perspective on science education focused on solving real world problems based in children’s experiences. He argued for an inquiry-based, student-centred education where the role of the teacher was to guide and support students in an active quest for knowledge (Dewey 1938). Inquiry-based instruction has potential to improve both student understanding of science and engagement in science (NRC, 1996). Further, inquiry-based science teaching has possibilities of engaging all students, including those from underrepresented populations in science, in understanding and becoming motivated to learn science (Capps D. K., Crawford B.A.
This gives the teacher and the paraeducator the opportunity to discuss the performance in real time. It allows them to view it and make suggestions immediately. Then these suggestions could be followed by reenacting the scenario implementing the new strategy suggested by the teacher. This also will help the paraeducator get a clearer picture of exactly what the teacher is wanting. While I agree that ongoing assessments should be conducted, it seemed to be a little degrading for the paraeducator that the authors suggest positive feedback immediately.
Teachers do not only teach their pupils math, science, history and other facts, but these educators teach them how to think and solve problems in order to develop the students’ character. Westside says in their vision statement that “They (students) are inspired and equipped to excel academically, think critically, and understand that what they learn is a gift to be used for the sake of others.” That sums up what the teachers at Westside are trying to do: have students think about the big picture. A big aspect of being human is being able to think, reason and make choices based on one’s learning. In 1947 Martin Luther King Jr. gave a speech in which he said “The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.” The point of school is not just to memorize facts, but to build character and learn from both the mistakes and successes of others.
• What are the strengths of this assessment tool? This assessment allows for a more individualized approach to planning for specific children, while providing support to all. Using observation and anecdotal assessments provides multiple opportunities to view children learning and provides a more realistic view of their learning than an assessment, which only allows for right or wrong answers. • What are the weaknesses of this assessment tool? It is critical that observations be free of bias and objective, a skill that needs to be developed and can be a challenge for some teachers.