Task 10-7 Education Technique - Essay Example

Task 10-7 Task: Outline Section A Observation and Analysis, Exploration, and reasoning How I might establish ground rules for productive participation Connection to other effective teaching practices Evaluation Connection between lesson plan and observed instruction Evidence of the teacher’s professionalism Thinking process Section B Direct Instruction Cooperative Work Assignments Section C Postcards Rewards Certificates Verbal praise References Task 10-7 Section A Observation and description a. The classroom situation is friendly given the fact that students are seated together with the teacher assuming an authoritative position at the front. The environment is lively as evident in the brown color in the walls, which exemplifies a serene learning setting. The teacher employs diverse techniques including asking the student questions such as “what do you think the supply person does”? As such, she assumes an interrogative and conversational mode. The visual aid in the class incorporate color and shaped coded objects presented at the beginning of the class. In summary, the class meets the standards of conventional learning. b. The teacher employs interrogative language in the delivery of rules especially whilst placing students in the diverse categories. It is paramount to reinstate that the teacher accords the members responsibilities but fails to accord them the leadership role. She says, “You are the leaders but I am the boss”. Furthermore, the teacher explains the rules to the students as evident in, “let me explain what you are going to do”. The teacher raises questions that the students respond to meaning that they understand the concerns presented. Analysis, Exploration, and reasoning 2a. The observed instructions entail conversation with the students for them to acknowledge the essence of the lesson. Furthermore, the utilization of identifiers limits confusion amongst the group members as evident in the color and shapes. Eventually, this creates a classroom where there is proper learning. The environment has enabled the creation of a positive environment where there is a good relationship between the students and their teacher. From the engagement of students in conversation and good relationship in class, the students are expected to learn to express themselves with confidence. 2b. For students’ higher understanding, they have to know what the teacher is saying, and ask questions or give their opinions. For example, the teacher asks, “do you have to work?”, while the students answer “yes” thus increasing the students’ engagement in class. The purpose of engaging students in class is to upgrade their performance and the entire school’s performance. From my observation, the level of student engagement is high. There is the participation in group-work and this allows all learners to contribute in class for them to learn from their classmates and the educator. These students are involved in all activities and that makes them feel more encouraged to partake in the class and learn. This is evident as they move towards the objects that facilitate learning as seen in the beginning of the class. 2c. How I might establish ground rules for productive participation As evident in the lesson, students are allowed to move during the beginning of the class in a manner that is not fashioned. This is likely to make them lose concentration thus affecting their participation. Consequently, they answer questions in unison yet several of them might not comprehend the questions. As a means of establishing ground rules, it is paramount to allow individual participation thus identifying slow and fast learners. Additionally, I would ensure that there are many interactions with the students during the group session to make the learners understand. Further, I would ensure that the students know that, I am a partner to them and have expectations of learning from a mutual learning (Knight, 2007). Connection to other effective teaching practices The students’ participation was due to the teachers’ effective direct instruction regarding the class rules. The direct instruction is effective because it helps students to realize higher standard. The instruction is effective because it considers things like the standards and the curriculum that outlines what learners ought to learn. The students’ participation is remarkable because through the rules, students have chances to demonstrate their understanding, interests, and needs. Students should be aware that learning outcomes entails the content knowledge and the aptitude to partake in joint problem solving, and learn to become effectual communicators even with different learners. There are established rules and procedures for acting in a responsible and supportive manner. The teacher’s model communication principles that involved the i learners in class and group interactions, give the teacher an opportunity to hear first hand how the students think about the concept and how they illustrate the ideas. The problem solving orientation, free of language producing a defensive reaction, is the outcome of the teacher’s established rule of communication. In institutions that everyone views things differently, give directions to the behavior of students who learn to examine the meanings they and others give concepts (Muijs & Reynolds, 2005). Evaluation Connection between lesson plan and observed instruction The observed instruction and processes are verbal in nature since the teacher directly engages the students; furthermore, the use of visual highlights the practical nature of the lesson plan. It is thus deductible that the objective of the lesson plan is to facilitate the acquisition of practical and group skills. The duration of the lesson equally exemplifies the fundamental nature of the lesson plan since it is short. This considers that the children taught have a diminished concentration span that limits their acquisition of numerous techniques presented at the same time. Evidence of the teacher’s professionalism From the observation, the teacher is professional since she comprehends the subject and assumes an authoritative figure at the beginning of the class. Furthermore, the teacher assumes a conversational tone rather than presentation as evident when she talks with the students who respond. This means that her authoritative nature is complemented with a friendly attitude making the learning process simple. She has a way of making what she is teaching seem important to the students. The teacher is also professional because she has the desire to help the student escalate their skills and self-confidence by asking relevant questions (Lindberg & Olofsson, 2010). Impacts on the teacher’s professional behaviors on the learning environment Successful teaching in schools is dependent on the capacity to disseminate appropriate knowledge. Professionalism within the teaching field enhances understanding and motivates the students. This is evident in the teacher’s modest dressing and adherence to the lesson plan. Furthermore, being in charge is a fundamental constituent of professionalism as evident in the video. Students’ perceptions of teachers’ profession determines the reasons for hiring professional teachers in definite subjects. Therefore, their perceptions ought not to be undervalued in the creation of high quality learning environment (Lindberg & Olofsson, 2010). The teacher’s objective nature determines the contents presented especially the clarity of facts. This alters the understanding among students with contrary opinion and supports those with similar views. Objectivity in the video determined the amount of time allocated to the chosen topic. The tone of delivery is more exciting and soothing for the students. Those with no clue about a topic will get information concerning the aspects from the teacher’s perspective (Organization for Economic Cooperation, 2009). Thinking process The thinking process was consequential since I first focused on fundamental concerns present in divergent literature. This means that as I was watching the video, I related the principles and faults to information gathered in previous learning settings. I concluded that the learning process in the video met the stipulations of standard instruction basing on the responses from the students though this was not examined. I came to this culmination after observing the instructor during the session; furthermore, she related to the students appropriately. The teacher seemed to comprehend the subject and this could be seen through the confidence that is observed on the teacher’s face. Through this confidence, the students are able to find what the teacher is teaching to be important making the lesson interesting according to my thinking, and that is what it escalated the students’ concentration from my observation (Organization for Economic Cooperation, 2009). Section B Direct Instruction 1. Goals for classroom behavior a. Goal 1 To ensure students’ readiness for the lesson 2. Rule 1 Students should get materials out; be prepared to work as soon as they enter the classroom a. Consequence Students who do not get out their materials will stand behind the classroom throughout the lesson b. Reinforcement Students who get their materials out as soon as they enter classroom will be Verbally praised Cooperative Work 1. Goals for classroom behavior a. Goal 1 To improve students relationship with each other 3. Rule 1 Respect everyone all the time a. Consequence Student who disrespect others will be sent home to bring their parents b. Reinforcement Students who respect others will be issued certificate of good conduct. Assignments 1. Goals for classroom behavior a. Goal 1 Students will improve academically 2. Rule 1 Student must produce original work and not copied a. Consequence Student who do not produce original work will have to do extra two different assignments b. Reinforcement Student who will hand in the original work will be given free lunch. Section C Postcards I would focus on the appropriate conducts and thoughts in my classroom. At the start of every year, would let the students fill out postcards, with their addresses on them. Throughout the year, I would use the postcards in sending feedbacks to the parents of individual learners at home weekly. In the postcard, I would recognize and promote good conducts and educational success in my class (Boyle-Baise & Zevin, 2009). By notifying, the parents know, I suppose that, it would be a way of relating parents with the classroom and in the strengthening of appropriate behavior and education of students. I would ensure that the positive post cards would be given to every student irrespective of how big or small the accomplishment. I suppose that parents would value the positive postcards and support their children (Boyle-Baise & Zevin, 2009). Rewards Furthermore, I would use rewards like giving of badges because I would desire the learners to be essentially encouraged, and therefore, rewards promote inherent motivation. Students who are encouraged by issuing budges become inclined to explore ideas, think critically and take chances (Thomson, 2010). I would make the learners know that, it is satisfactory to make mistakes and take the risk in class. I would therefore encourage my students by the use of budges after doing the assignments well. It is always a great joy for a teacher when he realizes that all students want to do the work that he assigns them. The student will therefore, want to work harder to ensure they get the budges (Thomson, 2010). Certificates For the encouragement of groups of students to perform outstandingly, I would give them an assignment in groups and then give a certificate to the best performing groups. Certificate will provide the learners with information about their progress on any given tasks, and communicates that the teacher is involved in assisting them to realize their goals (Cowley, 2010). Teachers ought to be cautious not to give certificates to the groups that have inappropriate conducts. The key to issuing of certificate lies on the quality of work and not its frequency. Effectual issue of certificates to groups will make individual students in a group upgrade. The certificate issuing can be influenced by factors like, attitude of individual students in a group, and the circumstances under which the certificate was previously issued, and the types of the certificate that is given (Cowley, 2010). Verbal praise Additionally, use verbal praise to encourage students. Praise can be an effective tool used with a group of students because of the potential influence of group pressure to inspire learners. When I notice a certain group following my direction, I would praise the group in front of other groups. Giving students encouraging acknowledgment by praising can be of value (McCune & Alexander, 2011). I would also want students to praise each other because this is a skill, which will assist them in the building of constructive relationships with each other. Moreover, praising will facilitate them to attempt and stay with a difficult task. Employing a teacher’s praise will lead to the high usage of praises by students with each other and escalated positive self-talk (Thompson, 2010). Teachers can strengthen the process using praise circles where students are actively encouraged to give others compliments and notice special achievements. A teacher can opt stop the whole class to notice a group of students doing something special together with a project (McCune & Alexander, 2011). References Boyle-Baise, M. & Zevin, J. (2009). Young Citizens of the World: Teaching Elementary Social Studies Through Civic Engagement. Boston: MA. Taylor & Francis. Cowley, S. (2010). Getting the Buggers to Behave. New York: NY. Continuum International Publishing Group. Knight, J. (2007). Instructional coaching: a partnership approach to improving instruction. New York: NY. Corwin Press. Lindberg, O. & Olofsson, D. (2010). Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery. Pennsylvania: PA. Idea Group Inc (IGI). McCune, L. & Alexander, V. ( 2011). CliffsNotes FTCE Professional Education Test. New York: NY. John Wiley & Sons. Muijs, D. & Reynolds. (2005). Effective teaching: evidence and practice. New York: NY. SAGE. Orlich et al. (2009). Teaching Strategies: A Guide to Effective Instruction. New York: NY. Cengage Learning. Organization for Economic Cooperation an. (2009). Creating Effective Teaching and Learning Environments: First Results from TALIS. New York: NY. OECD Publishing. Thompson, G. (2010). Discipline Survival Guide for the Secondary Teacher. New York: NY. John Wiley and Sons. Read More