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Written assignment on parental involvement in teaching and learning
Parent involvement in children's education
Parent involvement in children's education
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Within the school system it is essential to demonstrate expected behaviour, values and attitudes to children and young people. In order to be able to effectively teach, pupils need to have good behaviour in school, and develop a positive attitude towards learning. There are many ways in which a school can help children and young people to know what the expected behaviour are, these can be through school- pupil agreements, behaviour policies and consistency throughout the school when dealing with issues of behaviour.
Charlie Taylor, a head teacher of a special school, is the Governments Expert Advisor on behaviour issues in schools. After a behaviour summit with other head teachers from some of the most deprived schools, he published a checklist on the key principles for improving behaviour in schools.
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These values and attitudes are instilled in the school- pupil agreements that are usually sent home when a child first begins their journey at a new school. They will be also shown continuously all around the school and children will be rewarded based on their demonstration of the values in class or around the school. The values and attitudes tend to be different for each school but usually try to encourage pupils to be and act in a respectful and responsible manner. Perseverance and determination, motivation, honesty, understanding and showing democracy are all examples of the kinds of values that a school will want to imbue in pupils. When pupils show good understanding or demonstrate one of the school values and a good attitude towards learning, they will be rewarded. These rewards usually come in the form of special certificates or photos on a special display board in order to enticed other pupils to do the same and become ‘golden achievers’ themselves (St Winifred’s Catholic primary school,
Value statements are being developed in schools which are used in their policies and their code of ethics. Many of these values reflect a broader value of restorative justice, which includes respect, truthfulness, dependability, self-control, self-discipline, acceptance, responsibility and accountability.
I believe that values are taught and learned at an early age. If the teaching is successful, as it was in my case, the student should hold true to the values that he or she was raised with. Everybody is raised with different values, whether the difference is religious, moral, or social, and they should all be respected by others. I will not change or alter my values because they are very important to both my family and me, and I firmly believe in them.
the behaviour that is expected of the school for the children. Furthermore, the reward method that is
our mission is †̃Respect others as you want to be respectedâ€TM which was chosen both by pupils and staff. Being respectful and demonstrating good values will ensure that we welcome and promote a
I had many personal connections to these values. I also had a lot of fun thinking of ways I will incorporate teaching these lessons to my students. One of the main examples that always came to mind was modeling the values with my students. They will be very influential at the ages I will be working with. Many of the students will think anything their teacher does is the coolest thing ever. This is a great way to get the values across to the students. I can model the values and show them how it looks on a daily basis. Just as I will demand respect from my students, I will also treat them with respect. It would be unreasonable to expect things from my students if I am not also willing to act the same
My personal philosophy in regards to classroom management is grounded in the empowerment of teachers to recognise and modify student behaviour with the support of the school community. Educational psychologists can provide the skills that teachers may use in the classroom without the need for them to complete full degrees in this field (McDonald, 2010, p. 81). This behaviourist approach, known as Applied Behaviour Analysis (ABA), will enable a classroom
In light of my School Experience (SE), I will be analysing, discussing and evaluating an aspect of classroom practice. The practice that I have chosen is ‘Behaviour Management’. Behaviour management plays a key role within the classroom and there are a number of techniques used by teachers on a day to day basis. I will look at these techniques in detail, analysing and evaluating them with the work of behaviour management authors and also taking into account my SE observations.
My own attitudes, values and beliefs towards children learning and development are to be sensitive and easy approached. Have friendly staff that relates to children well and are friendly and vetted. To have a structure routine so that children know what they are doing so they are not stressed out. Do regular observations on children to see what their development stage is at and do active listen towards the children to show that their opinion matters. Have equality and diversity in the setting so that everyone is accepted.
December 9, 2016 School Wide Behavior Expectations (Module 5) Part 1 Clearly stated learning goals and useful feedback to the classroom behavior guidelines increase student achievement, learning and behavior (Jones & Jones, 2016). The strengths of the behavioral matrix template are distinctly outlined rules and expectations. Student engagement that is rigorous, relevant, and relatable to everyday life results in improved academic performance. Having the basics covered in a rubric form allows students to understand what staff members expect of them in all areas of the school.
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
His theoretical perspective of "positive behavior leadership' has influenced teachers' philosophy of both teaching and behavior management within the classroom context. Rogers' theory is based significantly upon the principle of rights, respects and relationships, with the aim of discipline directed towards enabling students to be accountable for their behavior choice, respecting the rights of others, and to build relationships with their peers (Edwards & Watts, 2008). The whole school management approach is also based upon the theoretical underpinnings of Rogers' model. It is their belief that it is essential to provide students with ample opportunity to develop and learn positive social skills that will allow them to participate as social and civic citizens within our society. Through grasping Rogers, behavior management theory, and the coping strategies embedded within, they feel that they will be heading their students in the right direction toward social and academic
Values, norms and culture are essential to society’s survival. Roles and standards give groups within a society structure and allow members to know what’s expected of them, socially. As a teacher, parent or leader of a group, you’re expected to teach the group to be conventional and conform to society. It is basic human nature to have the desire to pass on our own values, norms and culture to our kids and/or those we are in command of. We often resort to educating them based on values we’ve been taught by society.
As one of the MOE CCE Pilot Schools in 2012, my former school, which would be referred to as “school”, embarked upon a project to re-interpret school values and develop school-based CCE curriculum in line with MOE core values of Respect, Responsibility, Resilience, Integrity, Care and Harmony (MOE, 2014) with the aid of colleagues from MOE CCE Branch. The intention was to unpack the school values, which could then provide directions to the development of school-based CCE curriculum. As a new initiative without any precedence due to Singapore’s past emphasis on citizenship rather than moral values (Young, 2004), the scope of intellectual work involved was challenging. And the difficulties were exacerbated by the absence of literature and research insights. Hence, the primary task of developing and unpacking school values was done with li...
My core educational values define what I believe is necessary tools students need to be successful. Such values are provided by the community of people (educators, parents, business partners) who touch the students’ lives. I value knowledge because without awareness of specific content, students are not able to truly feel a part of society. I value development of skills in order for students to apply their knowledge. When skills are applied, students demonstrate their knowledge and ability to function in our current world. I value critical thinking in our students so they can extend their knowledge and skills to solve complex problems benefitting our present and future. I value citizenship and feel that education has a responsibility to model and nurture character qualities in our students. Educating students is raising them equipped with tools that will enable them to function as contributing participants in a productive society. Knowledge, skills, critical thinking, and citizenship are educational values at the core of developing a student ready for the world’s challenges.