will result in them learning new knowledge and understanding new skills. Through pedagogy it will help me interpret my identity as a teacher and is aligned with the Lyford Model under, positive practices.” “Four A teacher will take into account different levels of learner proficiencies. I need to establish these from the outset. The easiest way to do this, is to your “know students.” Knowing their likes, dislikes, interests and skillsets. This will help me choose course outlines and topics, how the class is organised, how groups are organised and any adjustments that need to be made for individual needs. An open communication with families and student carers will provide a great insight, as will observing how and with whom, students spend free time in the playground (Lyons, Ford & Slee, 2014, pp. 72). This is explicitly outlined in my philosophy and is a approach to learning, which may take more than a term to master across the schooling year. Practice will be a major strategy for students in my class. For any student to achieve fluency in a task, it is vital that he/she has the opportunities to practice. Practice can be in the form of practical application or verbal rehearsal, but often most teachers will introduce both (Lyons, Ford & Slee, 2014, pp. 72). As accuracy increases, so too does the pace of performing a task. It is important to note however, the way in which I will assess students and provide feedback will have a direct impact on how each student will see themselves as a valued member of my class. This needs to be practiced as a teacher if I want to encourage all of my members to feel as though are active members of my classroom community. The overall goal of my teaching is to manage student learning so that attention is given to academic learning, social interaction and the promotion of positive behaviours within our classroom. All of which are outlined throughout my philosophy.
will result in them learning new knowledge and understanding new skills. Through pedagogy it will help me interpret my identity as a teacher and is aligned with the Lyford Model under, “Four positive practices.” A teacher will take into account different levels of learner proficiencies. I need to establish these from the outset. The easiest way to do this, is to “know your students.” Knowing their likes, dislikes, interests and skillsets. This will help me choose course outlines and topics, how the class is organised, how groups are organised and any adjustments that need to be made for individual needs. An open communication with families and student carers will provide a great insight, as will observing how and with whom, students spend free time in the playground (Lyons, Ford & Slee, 2014, pp. 72). This is explicitly outlined in my philosophy and is a approach to learning, which may take more than a term to master across the schooling year. Practice will be a major strategy for students in my class. For any student to achieve fluency in a task, it is vital that he/she has the opportunities to practice. Practice can be in the form of practical application or verbal rehearsal, but often most teachers will introduce both (Lyons, Ford & Slee, 2014, pp. 72). As accuracy increases, so too does the pace of performing a task. It is important to note however, the way in which I will assess students and provide feedback will have a direct impact on how each student will see themselves as a valued member of my class. This needs to be practiced as a teacher if I want to encourage all of my members to feel as though are active members of my classroom community. The overall goal of my teaching is to manage student learning so that attention is given to academic learning, social interaction and the promotion of positive behaviours within our classroom. All of which are outlined throughout my philosophy.
assignment_two__final.docx