Unit 4 Task 3. Dttls

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Reflect on the impact of these insights on own practice and professional development. Within my teaching I develop my own scheme of work from the curriculum devised on my subjects through Edexcel the examining body. Throughout my scheme of work I promote equality, diversity and inclusion all of which have an impact on me and my learners. This ensures that my scheme of work and subsequently my lesson plans will create a safe and effective learning environment. As a new teacher I need to reflect on all my planning post-delivery so I am able to develop my weaknesses and strengthen my teaching. Many of the theories and principles I have studied on this course are used in my teaching and are reflected upon to ensure that my learners are able to learn new skills, apply new experiences and embed their new taught skills. I think that my main approach to teaching is mainly cognitive and humanistic and I utilise the principles of many of the well-known theorists. I am familiar with Maslow’s hierarchy of needs, as cited in Curzon (2004), pp 114, from my previous career in commercial business and can transfer some of my skills into my teaching role. Ensuring that the learning environment is safe and comfortable is of paramount importance to my learners and their effectiveness. Their ‘needs’ are identified and met, I ensure that the room is a safe environment, warm and comfortable and a place where they are able to express themselves freely. After time my students feel they belong to the class which can influence their desire to learn. I consider my learners’ individual needs and build a rapport with them to create the most effective learning environment possible hopefully enabling them to increase their self-esteem and reach self-actualisation. Within my functional English classes I often allow students to reflect on their own work and give themselves a mark. I then issue a perfect model piece answering the task at hand. Students can then reflect on their own mark and are able to find out where they went wrong, enabling them to find out for themselves and create patterns accordingly. This new learning will then be reflected in the next piece of learning and so forth. This is known as discovery learning and enables the learner to organise their own knowledge and build upon things they already know. As my subjects are functional maths and English, I am often able to create sensory learning opportunities. Laird, cited in Linda Wilson (2009) argued that learning is more effective when the senses are stimulated: 75% is learned through seeing

13% is learned through hearing
12% is learned through touch, smell and taste.
As well as teaching the mathematical skill, I obviously build functionality into my subjects, so through tasks my learners can use their combined senses of doing the task at hand and seeing the results unfold. For example, using coloured sweets or matching cards whilst teaching fractions or building a treat box and costing out its contents. Carl Rogers’s theory, as cited in Curzon (2004, pp 116 is a student centred approach and active learning is definitely evident in my teaching through these functional tasks. Another theorist evident in my teaching is Skinner (1904-1990), as cited in Curzon (2004), pp 71, he was a neo behaviourist and is well known for developing ‘operant conditioning’. I can relate Skinner to my teaching as learning is broken down into bite sized chunks. I do this through tutor led lectures, teaching the knowledge so that they are then able to apply that knowledge, turning it into a skill. An example of this would be creative and informative letter writing skills, the learning of layout, content and features, all taught first prior to writing a suitable letter. Throughout the knowledge teaching, I use positive reinforcement so that my learners know that they are developing their skills in the right ways. In every class, Eric Berne’s theory, as cited in Wilson (2009), pp 208 of...
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