Development and Managing Resources in Teaching

Topics: Education, Teacher, Teaching Pages: 6 (2158 words) Published: June 29, 2013
Development and managing Resources within the Lifelong Learning Sector Introduction:
“If change and uncertainty have become part of the practices of lifelong learning, in which the varying boundaries around and within the field are challenged and shift, then developing strategies to identify, interpret and make judgments about the significance of such changes become critical. The concern with boundaries suggests that practitioners constantly need to negotiate borders of varying forms in developing practices for working effectively with diverse adults in varying settings. This can be unsettling and challenging, for in the borderlands we can be bound for glory or bound and gagged!” (Petty, 2009) In my teaching practice, students are expected to be from multicultural background. But mainly are from Somali background at the moment. I am teaching them GCSE Science and the range of their age is 15 to 17 years. These students have some issues, for example some failed in previous GCSE exams, some couldn’t get admissions in main stream school, some recently moved from other countries and some are expelled from the school because of their behaviour issues. The main study issues with my students are most of them needs to improve their English language, have less exposure to basic scientific facts, Educational system, Lack of concentration etc. Types of Resources and their Purpose:

Although verbal communication is most commonly used in teaching, but in different circumstances of student’s set up, abilities and other purposes visual information is more effective. The main advantage of visual aids is that they gain attention. And without getting attention we cannot explain anything to our students. Also visual aid increase conceptualisation, easier to remember and your prepared resource show your students that you take their learning seriously. (Petty, 2009) There are different types of visual aids like

Handouts: you can make our own handouts according to students approach or can use articles or related information from online, newspapers, books etc. you can talk with your class through handouts, or ask them to use individually or in group. You can ask questions in handouts and leave spaces for answers. Handouts are quite helpful in providing extra information and support to your students. Handouts can save great deal of time for you and your students. The White Board: It can be use to display the key ideas as your student covered. It can be used to write the summary of the lesson before the class arrives. Maths and science teachers use board work to demonstrate how to solve problems, and to give instructions for experiments. But sometimes too much use of writing can distract your students and instead of listening and understanding they will busy in coping your writing on board. Microsoft PowerPoint® and Interactive whiteboard: Microsoft PowerPoint®, Apple Keynote™ and similar applications enable a computer or interactive white board to display a series of screens called slides. These can contain text, images, graphics, sound and video clips or any combination of these. These slides can be saved on your institution’s intranet enabling students to access them at any time. The most common faults in computer presentations are too much text on one slide, and over use of gimmicks. The goal of such presentations should be to explain rather than impress or distract. Models and the Real thing: If a picture is worth a thousand words, how many for a model, And what about the real thing? Model can be commercially produced and made by the teacher. Different subject teachers can use different type models or real thing in class to explain in more efficient way in their class. You can engage your students to design and make models and it will leave deep impact on memory and understanding. Charts and Posters: Design is very important for charts and posters. They can be pinned up in class, with students left to read them at their...
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