Providing a learning environment that contributes to the learner's needs is the main element to their success. The word 'learning environment' brings to my head the traditional class I was in many years again where my learning suffered a lot. We were relaxing in rows and allowed to listen only to the teacher's lecture founded instruction. There have been no communication between the teachers and the children, peer learning was alien to us and teacher centred education was commonly in place. Teacher- learner relationship was limited and professor talk time was more than university student conversation time. Further the instructors mostly tended to focus on the content of the subjects instead of their importance as means of experiencing and knowing the real world. There have been no coaching resources like maps, over head projectors, computers, counters or display credit cards instead we only acquired box full of chalks in the class room. High achievers, challenged children and the hesitant employees all were cared for equally in my category and my school teacher always wanted to show us that she was the boss insurance firms her office and chair in front of the class. For me personally, curriculum means what exactly happens in classrooms. The curriculum that i had been educated was used as a package of materials or a syllabus of surface to be covered and it was predicated on lot of plank work and couch work. Every single child should get proper education that begins from his / her own classroom. How do we set up an ideal class to provide quality education for many?
Educational Ideals and Ideologies
How can the educational values and ideologies effect creating a powerful school? How can they improve failures in schooling? In this chapter I am trying to reflect upon my practice as a skilled teacher considering the current state of education through covered curriculum in schools. Does the covered curriculum play an important role in establishing the ideal school room? For me concealed curriculum in a school is like an 'iceberg' with more open up requirements above the normal water and the rest submerged under drinking water which is noticeable to a keen attention. As Peter sings in his music that he learnt a lot of things from his educator but we realize that we now have many which we know though we are never being shown. Seddon (1983) as cited in Marsh (1997:34) argues,
"The hidden curriculum involves the training of attitudes, norms, beliefs, prices and assumption often expressed as guidelines, rituals and restrictions. They are seldom questioned and are just taken for granted" (Seddon 1983)
He is right because most of the time professors perform ineffectively with certain children because they result from different social and educational backgrounds and have different learning styles. Despite of experiencing children like these in course the educators are forced to teach all which is a challenging task for her. Within my own education and my coaching career I have noticed that many professors bring the academic standards right down to fit all learners' needs, forcing the reluctant staff to the trunk car seats of the category & keeping away from them getting involved in class activities and staying away from eyeball contact and relationships between certain children when needed. This sort of behavior of the instructors created discrimination among labelled pupils such as low group, SEN and LD which prohibited these learners to learn like other children. In our school for calendar year-3 children this issue World Battle-2 should be taught within the History lessons. The educator commented on the aims of the lesson because they are too much for the reduced ability group to comprehend and the online video on World War-2 is too hard for them to understand therefore, she was advised to adapt the machine and choose the goals in line with the talents as Anyon cited in Hollins (1996) clarifies,
Anyon's (1990) talk of the curriculum, differentiated corresponding to social category, discloses the implicit or concealed curriculum. The designed curriculum was similar for any social class teams; however, the hidden curriculum included a marriage to capital that was different for every single group. (Hollins, 1996, p. 9)
As everybody knows all pupils are supposed to be educated what they should learn but, it really was sad to appreciate those underachievers are stored away from learning the real lessons making them sense biased education in many cases and they think the training they acquire is not designed for them. Keeping the low ability band of year-3 class from watching the online video decreased their motivation drastically. Inside the light of this I believe the invisible curriculum which influences the pupils' personality should be damaged As Hollins continues on saying,
"The knowledge that the institution would like the students to learn and the hidden curriculum of punctuality, specific achievement, and authority relations are both declined by the students" (Hollins, 1996, p. 284)
Hollins is right because the hidden curriculum in my own school sometimes decides constraints to children's behaviour in the class and in the school which might be a hindrance to learning. Certain classroom codes of do restrict the children from expressing their point of views so they become disappointed. In my own classroom children weren't even allowed to whisper during lesson and I never comprehended the child when he migrated around and tried out distracting others had something to increase the instructions. We as teachers should ensure that no child is left behind in the classroom, they should be taught in another way and failures and success should be accepted equally if our motto is to set up an ideal classroom. Coaching them in another way is not hard to put in writing but how do we achieve it?
Effective learning takes place when the learners are treated according with their learning styles and educators move from traditional to modern way of teaching. Ivan Illich (1973) says that the kids learn more from their daily experience rather than sitting in the classroom. By setting up standards the issues we face in classrooms will not be solved but, as i provided the learners in my own Year-2 school proper resources, ways to study from each other, encounters outside the school room like occurring field travels, reading books in the catalogue and organising socialising incidents and evenly challenged opportunities they performed effectively as Ivan further explains in his book,
"An excellent educational system must have three purposes: it will provide all who wish to learn with access to available resources at any time in their lives; empower all who wish to share what they know to find those who wish to learn it from them; and, finally, furnish all who wish to present an issue to the public with the chance to make their concern known" (Ivan Illich 1973:76)
John White, a teacher of philosophy at London's Institute of Education too has the same perspective of as Ivan about modern education. He clarifies,
"The educators need to weigh up the qualities population considers important, such as basic literacy, numeracy and information technology, kindness and independence and help inculcate these qualities after pupils" (John White)
http://www. nottingham. ac. uk/~ttzelrn/pgcei/pgcei-b/contexts/documents/1. 1. 4CURRICULUMOUTOFTIME. pdf--------11-04-2010
I fully agree with John White. Inside our college we follow QCA scheme which aims quality learning but, as John criticises it generally does not say "why do you want to learn this subject?" The kids in our college haven't any basic literacy; find issues to work with their mathematical knowledge in lifestyle such as not knowing how to buy things in super market & receive the change, depending on others help play computer games or receive and send emails independently etc. Therefore, the professors to create their ideal classroom can modify what they show to be able to fulfil the essential requirements of the modern culture for example educating them to learn road indications, bus signs or symptoms, maps, telephone directory website, user courses and remedies instructions, involving the learners on more practical based mathematical learning like setting up deal of items, searching for groceries & gadgets, encouraging them to build up friendships beyond your country through e mails and teaching those to be kind using their nannies and dogs. Therefore, the school curriculum should be predicated on children's requirements, create successful learners, promote learning is fun and produce learners to be able to provide the country's overall economy development.
Another devastating issue in my institution is most of the learners are unable to read with understanding and write as well as they should by the finish of primary college, year-6 boys need adults help to read and understand their home work task, many in yr-1 find difficult to add two quantities and the staff are not given regular professional development programs. Here I've explained the issues we face and I believe I tried out to find solutions to those problems through many useful educational theories but what about all of those other staff in my own team? Therefore, it is important to introduce ideal curriculum may be through carrying out a successful school's curriculum through cooperation, arranging professional development lessons for the coaching staff, conduct educator appraisal regularly, and motivating the learners and teachers in the path of success by pleasing the achievements. A perfect school would implement such procedures and follow them very strictly to meet these requirements and foster good learning practice around the entire year.
During my teaching I had to cope with lots of behavioural issues among boys in my class such as hitting, verbally abusing one another rather than respecting the professors. Effective school room management is vital when we face problems like these but, I did so not want to spend my teaching time on handling them. Sometimes I wondered what could be the reason for children to demonstrate extremely challenging behavior. Later I realised that there should be a proper lessons in plan that emphasizes and motivates positive behaviour among pupils and matching to Whitney's point of view I gave importance to PSHE lessons which features good behaviour, friendship, citizenship etc. Whitney talks about,
"PSHE, as well as citizenship, can help children and young people to develop sensible attitudes also to gather essential information about family life, associations, etc. " (Whitney, 2004, p. 108)
He is correct with his point of view because PSHE education which is complemented by SEAL plays a part in the well-being of the children. In my school room I needed few passive, competitive children & some were having attention problems. Coping with these kinds of behavior was a daily issue for me personally and induced unrest between children in my classroom. Since I assumed effective teaching happen through effective management, I tried to manage these types of problems insurance agencies a proper plan such as protecting them from bullying, building strong romance with other children, rewarding small success and creating a class room atmosphere where students feel safe from bullies. Additionally it is crucial to instruct them on safe practices issues like road safety and flame protection, healthy food, drugs and need for relationships between family and friends to form them as good citizens of a perfect classroom. The kids who've attention problems were taught basic amount and thinking skills; helped them separate tasks into controllable parts; compensated their successes; and allocated a peer teacher (TA) for them to provide close attention while learning.
Observing children during work is a vital part of pedagogy as it offers information on just what taking place inside the class room. During my coaching in my class I had witnessed children, who were talking, not being attentive, fighting with each other with others and displaying less focus on the task. As Hargreaves, L. (2002:56) clarifies I always saved my observation as it helped me to reconstruct, interpret and analyse my plan in order to solve these types of issues. Hargreaves, L. Further points out,
"The best aim of classroom observation is to increase the opportunities of the children to learn and ensure that they have the best out of those opportunities" (Hargreaves, L. 2002:56)
What Hargreaves says is appropriate. Through my observations I used to be always able to identify able, lazy and reluctant staff and those who show challenging behaviour and I approached them in different ways in order to engage them on task as remaining class did. Out of this experience I must say classroom observation helps educators identify the procedure of education, provide more prcised data about the needs of the learners and areas where changes required.
Another important point is ethnical heritage transmitting which lightened up my dialogue further about setting up an ideal school room. The implementation of the UK National Curriculum in my school showed that we now have specific amount of knowledge and ideas which should be passed on to all children if they're to good thing about its full selection of educational insights. It was good for all children as this style of coaching includes differentiation, learning through play, literacy hour in class, shared reading, guided reading and group time. The Arabic words is taught as one of the core themes and the parents aren't satisfied with the design of instructing Arabic as they see that their children make smarter progress in English and enjoy the product quality work given to them. The colleges are compelled to check out the Arabic curriculum as just how it is transmitted from one generation to some other and the pupils make no reap the benefits of it and this distorts the eagerness of them because this curriculum is old fashioned gives importance to whole lot of panel work and seats work. As Bottery points out if the teachers in our college, are able to work upon the learners' pursuits and features and alter the Arabic curriculum in line with the needs of the learners I am sure success in all areas will be achieved.
The teacher should be aware of every child's developmental options, interests and capabilities. The teacher must then so structure conditions surrounding the child that the perfect use is made of the environment. (Bottery 1990:11)
As he further says in this manner the pupils' interest and spontaneity will be channelled into regions of developments which will be of most benefit to them. The cultural transmitting not only afflicted the curriculum but, also different behavioural issues to the class. I had a kid in my class who was raised in a violent family and possessed learnt violent functions from the members of his family. This boy always is at battles with others when he wanted to achieve what he needed. Thankfully the Social Worker's support really was a helping palm for me whenever I encountered problems with this specific boy. Sometimes we should provide proper guidance to the people children who are in disputes through counselling and instructions; this process of managing behavior always helped me to keep silence in my class room. Another behavioural issue in my school is verbal maltreatment between young and developed children. The Social Worker's availability on the scene is a great support for individuals who face these problems. She always makes sure to handle the issues through the behaviour policy of the institution which include writing incident reports, counselling, providing detention in the institution and at home and mother or father teacher meeting for the betterment of the pupils' behavior. In the same manner the kids who develop good practices and manners are always compensated in line with the school insurance policies.
We all believe in catering according to the children's needs in order to have success. I achieved my targets through child centred education i. e once i adapted the models to the learners' needs, differentiated my instructions and select topics in line with the pupils' interest which backed by Bottery's arguments - the teacher should be aware of each child's development opportunities, interest and capabilities and promotes child centred education through his arguments but, David Cooper (1987) cited in Bottery (1990:11) says,
"One needs to begin the child's education from where in fact the child is, what she or he knows and multi ethnical education is nothing more than a cook's travel which leaves the kid bewildered and lost simply because education is not located within the child's own social experience" (David Cooper 1987)
Bottery further points out child centred education assumes, the kid is normally good but, it is no more true and departing the child develop normally or departing him to do his own thing will not make much sense educationally, too much emphasis would lead the kid to disrespect the society's need and other ideals and opinions generally. Though I totally trust Bottery's point of views, as I have benefitted from child centred education within my career I would say it is very important to promote child centred education in future too.
The classroom environment takes on an important role in establishing the ideal school room. Children working in collaboration, their perfect participation in all sorts of activities and a fully resourced classroom are crucial in order to create effective learning that was also made clear through the video clips on WebCT, the dissimilarities between the activities of the teachers who worked in the united kingdom classrooms and in a school room in Kenya. Inside the Kenyan classroom complete class teaching is conducted, the kids were used to lecture centered instruction plus they were not given any individual attention. Further in the school room the children were so quiet, well obedient and listening to their instructor but there was no teacher scholar talk in any way and no class resources or coaching aids were contained in their learning. The layout of the school room would never cater the individual needs of the kids. It is clear effective learning won't take place in such kind of any classroom rather the kids should be involved in group activities and learning through play that will enable them to build up their thinking skills and be more 3rd party in thoughts and action. The class should be completely stocked with useful resources like video games and puzzles, display cards, reading catalogs and proper displays on the wall structure. These resources were very helpful for the children in my class as this helped them to see with wider variety of learning, working in groups, socialising with one another, peer learning and come to the children with a number of learning styles, especially aesthetic learners, and students with a number of information acquisition styles. More over these resources employed my guys in problem-solving and investigative activities too. At times these resources helped me to activate those on task who showed extremely challenging behaviour.
A class teacher's most important job is taking care of the school room effectively. Inside a poorly managed classroom children cannot learn perfectly. I didn't manage my course well and ended up being an unskilful teacher as I began my profession. Both students and I endured in the classroom where there have been no proper disciplines or behavior management or proper classroom ethos. Steadily I better my skills through knowing my students well, figuring out their learning needs, providing them with liberty through class room careers, respecting their judgment and assigning them in categories to help expand develop team work. As Sue Cowley tips Baz the educator should put on a very strong character in front of the children as they are more controllable when they have a professor who has a very strong personality which is very strict, for the time being friendly too. The educator can provide clear and strong instruction regarding both students' academics and behavior.
The semiotic resources image, talk, activity, gesture, writing, 3Dimensional forms and so forth which are interesting details that the ways that instructors structure their communication with students, and set up the situations that take place in the space of the class.
The preparations of tables and chairs in my classroom helped me send out the children and me into particular places which influenced in dramatic college student teacher relationship, helped children socialize between each other and moving around in the class without any situations, students working in teams and educator approaching specific needs. Attractive displays in my classroom such as side written posters, students' photographs, the timetable, term wall etc. had a pedagogic make which expresses the sociable relationship between the students and the professors. Kress G. et'al (2005) explain in their book,
"Signs or symptoms are always multimodal and each modality brings the possibility of expressing and shaping meanings" (Kress G. et' al 2005:22)
It holds true, when a child is going to be punished, the teacher's gesture or gaze shows him the tutor is not pleased with the frame of mind of the kid. The task of the instructor is managed by gaze which we can see the development, unfolding and conversing of the curriculum of sensibility and the teacher's gesture can be used to have relationships with the children whilst he may well not use gaze or speak to manage the course or to get the work done that she uses gesture as a function of receiving information and performing the connections in the category. Further the speech of the teacher shows her specialist, the foundation of knowledge and where we can easily see that the pedagogy is embodied as well as in her quality of the talk and tone of voice. I was able to better control my kids when the proper execution of my voice proved that the directness had not been the normal setting of operating but, firmness which made them adhere the directions.
If our target is to create an ideal class with in the ideal school we should create a friendly workplace for those who support to achieve our aims, plus they should abide by the school plans which are created for the good of the pupils.
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