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Teachers' reflection on professional development
What is inclusion in education
Teachers reflection on professional development
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With any education environment, I believe in an inclusive environment for all. This includes not only the students, but the staff as well. The PLCs that are created for the staff, in addition to professional development days, offer a gateway to learn and grow together regardless of educational background or experience. In an inclusive environment, everyone has the same access to all opportunities to thrive and expand. The formal observations completed by myself and my fellow administrators will allow for the feedback that will encourage staff to grow and expand their teaching. Teachers are continuously improving their craft and looking for information to help guide that teaching, so timely feedback is generally welcomed (Goe, 2013, p. 29). This may include having a mentor teacher to meet with or providing little tips to add to their teaching. I believe that no matter how far you are in your teaching career, there is always room to grow and learn. No teacher is less or greater than another. With this I believe that myself, as an educational leader, can also grow from others under my guidance. Credibility with teachers will increase as a desire is present …show more content…
This includes the creation of extra-curricular activities and groups. These will encourage teachers to build relationships with their students as they will be the primary leaders of the student activities and groups. When teachers focus on the students, many things can become of it. It encourages the students the students to learn and grow beyond the classroom. Afterschool programs enhance the academic lifestyle by providing non-threatening remediation, support and most importantly enrichment (Scott, 2010). When teachers are involved in other activities outside the classroom, teachers can build a rapport with the students that encourages learning and a heightened sense of belonging within the school
The relationship that a teacher creates with their students can affect the environment or atmosphere of the classroom. In an article, by Hamre & Pianta (2001), it states that, “supportive relationships help maintain students’ interests in academic and social pursuits, which in turn lead to better grades and more positive peer relationships” (p. 49). Most students will work harder for teachers if they build a good connection with the student. Teachers will also look more “human” to a student and remind them that the teacher does care very much about them. The article also states that, “Talking with students about their lives outside of school is one way teachers can show an interest in and appreciation for students” (Hamre & Pianta, 2001, p. 54). Students love talking about their lives outside of school and their interests. It also allows them to show their personalities and lets the student know that their teacher wants to know about
... Reestablishing community goals and encouraging youths to engage in extracurricular activities will greatly improve outlooks on life and help them make the right choices for a better tomorrow.
If a teacher is honest and fair with all of their students, it will increase
After school, from 3 to 6 p.m, is a critical period of time in a child’s life. After school programs help keep kids safe and inspire them to learn during that period of time. After school programs are organized programs that youth can participate in outside of a traditional school day. Enrolling children in after school programs would provide them with benefits that unenrolled children would not receive, such as reduce risky behavior and promote physical health. After school programs provide a safe environment for children, while positively impacting their academics, safety, and their future.
These authentic learning activities are more engaging for the students and allow for a wide range of learning styles. It is imperative that all teachers attempt to integrate these experiences into their classroom as often as possible. These activities usually take more time and energy to plan and implement, but the benefit to the students make the extra work worthwhile.
In this essay I will reflect upon the inclusive learning environment, i intend on reflecting this by researching, reading, extending my own knowledge and a recent exemplar visit. The main issues i have chosen to cover throughout this essay are inclusion, children’s learning and the environment. Issues i will also cover are Special Educational Needs (SEN), Every Child Matters (EMC), Diversity and legislations. I intend on doing this by arguing, analyzing and discussing the inclusive learning environment. Inclusive learning environments can be varied from the school environment to the home environment. Both having a significant impact to a child’s learning. The environment within schools needs to be stimulating, creative and enjoyable for all children to learn in. Effective classroom organization, interaction between both staff and children are essential to the inclusive learning environment.
As a new teacher preparing to embark upon what I hope will be a long-lasting, rewarding career in education, I want to create an inclusive, stimulating and collegial climate in my classroom. I plan to make sure that all my students feel valued, and contribute actively to the knowledge, interactions, learning and interests shared by the class. However, I appreciate that as a new, inexperienced teacher I could encounter or unintentionally create barriers that undermine my vision of an inclusive classroom. Although systems will operate in any school setting that can help or hinder inclusive practices, I believe it is my responsibility to ensure that every student in my care has high aspirations, and experiences success at school regardless of the school context.
Education systems and services are integral to setting up a learning environment that maximises teaching and learning. I agree with Munro (2009) that being aware of what services, programs and support staff are available will be of great benefit to the learning environment, students and professional learning. I believe that adopting individual education plans, students learning profiles and modifying the curriculum can reduce the concern that some researches express that students are still being segregated from the classroom environment due to their “special learning needs”. These concerns are reduced by developing practices and adaptions that promote inclusion. I also believe that it allows for continual monitoring of students learning and progress and encourages critical reflection of teaching practices. Material and human resources that education systems provide encourage further professional development and practical ways to make adjustments and adaptions to classroom practices. I believe with the support of these systems inclusive education can be integrated seamlessly into my daily practice.
However, how will the teacher know what ones to improve if there is no feedback on their teaching skills? Some teachers just need that friendly reminder that they need to work a little bit on their communication, and they would be
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching
However, many students do not comprehend certain areas to well, having extra time and getting it explained better, can help the student understand the topic better. Variety of students can really use the teacher's help in an area they are struggling with. Consequently, when students try to understand some of the work teachers give , can be extremely tough on the students. For instance, some students do not take in knowledge to well like other student, so having afterschool time with the teacher can let the students have extra practice on topics they struggle with. If there was an afterschool club, it can let the students have extra practice on something they do not know, and help learn more about the
Being a teacher is not an easy task as many people could think. To be a teacher does not only imply to know the subject to be taught, it also includes being willing to constantly improve oneself integrally, as much as updating the resources and materials one uses in teaching. Reflecting and analyzing over and over again the best way to teach to learn and how to make students to extend what has been learned. The many hours spend in the classroom will never be enough to plan lessons, prepare materials, review pupils tasks and exams, as well, all the administrative requirements one has to cover for whatever institution we work. Besides all this a good teacher, a professional one, will have to find the time to keep preparing to improve oneself.
While most evidence in the literature proves that extra curricular activities improve academic performances, Solanco School District has no program supporting or promoting the link between the two. This study will examine the effects of participation in extra curricular activities on student academic performance at Solanco High School. Findings from this study could be examined by Solanco High School and similar school districts to support and promote programs of extra curricular activities at...
Extracurricular activities can benefit students greatly through their personal lives and well being. According to Justin Coulson in his article on kidspot.com, students that are involved in extracurricular activities, such as sports or clubs, are generally healthier than those who do not participate. Extracurricular activities can help raise student’s self esteem and self awareness as stated by Joy Burgess in her article, “Extracurricular School Activities and the Benefits” at more4kids.info. Being involved allows the student to learn about the skills and talents they already have and can teach them new ones such as time management, organization, and prioritizing skills. It also allows the students to realize what they are good at or enjoy doing (Burgess). As similarly described by the College Board staff at collegeboard.org, extracurriculars can enable you to learn your personal talents, interests, ...