One way to help make the classroom inclusive is to label classroom resources using pictures and words‚ doing so will enable the pupil to easily locate resources they need and then return them to the correct place when they’ve finished using them. Due to ASC favouring routine it is vital that teachers stick to a clear routine whilst also making the routine clear the pupil‚ to help reduce anxiety that may be caused. The order and timing of said routine is important also‚ daily tasks should remain consistent
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Almost all | 26 | 12.7 | Missing | 6 | 2.9 | Total | 204 | 100.0 | Mean=3.40‚ SD=0.986 There were 204 questionnaires given and 198 pupils answered the question “How many of your teachers you consider as good educators?”. A percentage of 2.9‚ meaning 6 pupils‚ decided not to answer this specific question. From the pupils answering the question‚ 35.8% believe that “some’’ teachers can be considered good educators while 15.7% stated “few” and “none”. A percentage of 45.5 of
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stimulate pupils to think 2. To motivate pupils 3. To diagnose pupils’ difficulties 4. To discover pupils’ interest 5. To help pupils organize and evaluate 6. to aid pupils to relate pertinent experiences to the lesson 7. To focus pupils’ attention on the key points of the lesson 8. To develop new appreciations and attitudes 9. To provide drill or practice 10. To show relationships‚ such as cause and effect 11. To encourage the application of concepts 12. To encourage pupil evaluation
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required for each subject that is being taught to pupils‚ between 5-16 year of age. All children must receive a full time education that is age appropriate and that they are capable of doing. It should be balanced and with that meaning‚ it should be of all educational varieties‚ English‚ Mathematics‚ Science and Re and Physical education. It should be mentally challenging but only for the age that it is aimed and taking into account that some pupils have special needs so they need more time to achieve
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EDUCATIONAL EQUITY AND PUBLIC POLICY: COMPARING RESULTS FROM 16 COUNTRIES By Joel D. Sherman and Jeffrey M. Poirier UNESCO Institute for Statistics‚ Montreal‚ 2007 UNESCO The constitution of the United Nations Educational‚ Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 191 Member States and six Associate Members. The main objective of UNESCO is to contribute
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Educational Research Curriculum Assignment Student Number: 3931552 Word Count: 6‚529 Contents 1.1 Abstract 3 1.2 Description and Analysis of Scheme of Work A 4 1.3 Literature on pupils’ learning and progression 8 1.4 The revised Scheme of Work 13 1.5 Assessment in the revised Scheme 17 1.6 Detailed comment on lessons in the Scheme 21 1.7 Professional Development 26 Bibliography 30
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month getting crucial organizational skills into place before my lessons began to shape the learning pupils undertook. This essay serves the purpose of analysing and explaining the development which I have undergone during this final ten week teaching placement. Two notable factors which contributed to this have already been mentioned. I have drawn on evidence from colleague and pupil feedback‚ used graphs to collate information gathered from questionnaires‚ drawn on my own personal
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use to meet the needs of your learners? Learning support practitioners can be an invaluable resource in the successful planning‚ delivery and review of learning. They can offer immeasurable support to the teacher and‚ most importantly‚ to the pupils. However‚ that support is only truly effective if it is organized‚ structured and consistent – both in terms of the learning objectives set by the teacher and the pupil’s own learning needs. There are many ways in which a learning support practitioner
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support a child during their education depending on the individual needs of the pupil. The more common professionals who may be called upon are educational psychologists‚ speech and language therapists‚ specialist teachers‚ education welfare officer and physiotherapists/Occupational Therapists. These specialists will be called in to assist a pupil with Special Educational Needs. They will work closely with the pupil‚ the parents and the other members of the team around the child. The School Improvement
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It is the role of the teacher to plan lessons‚ set clear learning objectives and success criteria to enable the progress of the learner to be measured. They will identify any particular needs of pupils or groups of pupils and adapted materials and resources accordingly. The teacher will carry out the session‚ monitor and assess progress of each child in their class‚ set new targets and report back to parents and other members of staff. While the teacher plans the lessons‚ setting the learning
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