Contents
1.Define the concepts of professionalism and dual professionalism in education and training.
2.Analyse the application of pedagogical principles in your own area of specialism. Explain ways in which professional values influence your own practice in your area of work?
3. Explain key aspects of policies, codes of practice, and guidelines of an organisation?
4.Explain why it is important to identify and meet the individual needs of learners? Describe points of referral and analyse the role and use of initial and diagnostic assessment in agreeing on individual learning goals.
5.Giving examples from your own recent practice analyse ways in which minimum core elements can be demonstrated in planning, delivering and assessing inclusive teaching and learning.
6.Analyse theories and models of reflection and evaluation. Explain ways in which theories and models of reflection and evaluation can be applied to reviewing own practice.
7.Analyse theories of behaviour management, ‘principles and models of learning, ‘models of learning preferences’, ‘principles and models of communication’, ‘principles and models of assessment’ and ‘models of curriculum development.
8.Explain the purpose of resources when it comes to learning and teaching. Consider three resources you use and evaluate their effectiveness when it comes to meeting individual learning needs.
9. Explain key aims of education and training in own specialist area. Describe the aims and structure of key qualifications and learning programmes.
Define the concepts of professionalism and dual professionalism in education and training.
Teachers need to follow professional standards in their jobs. Professionals are individuals with specialised knowledge. They always aim to improve their knowledge.
As a professional, you need to demonstrate integrity, honesty and transparency in the way you conduct yourself. You are accountable for your duties. This is usually a must if you want a promotion. Professionals admit their mistakes and do not blame someone else. Being punctual and keeping commitments are also part of being professional. As a professional, you need to dress professionally. Physical presentation is very important to make a good impression. As a professional, you show competence. You communicate respectfully with others at your workplace. This is also important to develop good relationships with others in the workplace. Professionals do not use slang or inappropriate language. They display a positive attitude at all times (Porcupile D.W., 2017).
Teachers need to follow professional standards on how they dress, communicate with others, and behave. They should have a good understanding of the curriculum and be able to explain the material in different ways. Therefore strong communication skills are also vital. They should value diversity and treat every child equally. Planning the lessons is also a part of their job and the ability to collaborate with other people for example, senior members of staff and parents.
The department of education states, ”Teachers make the education of their pupils their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils” (gov.UK, 2013, teachers standards)
They further state that a teacher demonstrates consistently high standards of personal and professional conduct. They treat pupils with dignity, build positive relationships and show tolerance and respect to all. They do not undermine fundamental British values. Teachers should always act within the statutory frameworks. (gov.UK)
Dual professionalism means having expert subject knowledge together with having deep knowledge and understanding of how to teach. Teachers improve both types of knowledge through CPD courses. For me, it means following the professional standards of a teacher and a scientist which is similar.
An inclusive learning environment can have many benefits. Children develop a positive understanding of themselves and others. All children, regardless of their abilities, learn important academic skills together. In the case of a child with disabilities, the family's vision ‘of a typical life' for their child can become possible. Having an inclusive learning environment can make differences less different and create a high expectation for all. It also prepares all children for life after school where there is respect and tolerance for all.
An inclusive environment is where all children can feel valued and appreciated. It can help build self-esteem. All children can feel valued and treated equally and have equal opportunities to make progress. The specialist teacher who is often needed in an inclusive classroom can help all children not just the students who need support, which can be beneficial. The students can be put into small groups based on their learning needs. This makes it easier for the teacher to oversee progress.
But not all children learn at the same pace, each student is unique and it is difficult to cater for all, especially if you have a class of 30 students. Provisions need to be made to teach in such a way that could help all children make progress. Sometimes the additional staff is needed to help with that, which can become costly for the institution. More time is spent planning for the lessons as differentiated approaches and resources have to be planned. Children with learning disabilities might not be able to stay in step with other children as far as curriculum is concerned.
Study shows that inclusive education has positive short term and long-time effects for all students. Kids with SEN, who are taught in an inclusive classroom, are less often absent and develop stronger reading and maths skills. They are also more likely to have jobs or pursue education after school. (understood team).
If some children, who needed differentiated help weren’t provided with the help they could cause disruptive behaviour. If a child feels it is not liked or feels left out they might develop a poor self-image. They might think other children are liked more. Some learners will have less self-value when they see they are not treated the same. If the setting is not inclusive the children would feel helpless and might give up as they might believe there is no point.
Learners’ personal, social and cultural factors and their differing cognitive, physical and sensory abilities can affect their learning.
Personal: Some learners are more motivated than others. Others have prior knowledge or intellectual ability. This can positively affect their learning but if you do not challenge them enough they will lose interest. I have to make sure they are challenged. If pupils have less prior knowledge I will have to plan my lesson so that the basics are taught first. I can test this at the start of the lesson and adapt my teaching accordingly.
Social: Peer pressure can have a massive effect on learning. If some classmates encourage their fellow students they might be more interested in learning. They might support each other throughout the lesson. On the other hand, if they discourage them they might not be willing to put in enough effort for fear of being excluded by their peers. I have noticed this negative effect on one of my brightest students. At the end of her first year, she received a lot of certificates for her outstanding work but in her second year, her work was average.
Cultural: If the family comes from a community that does not value education it might hinder educational progress as they might not provide support for the children. Some families do not encourage reading and do not provide children with the opportunity to improve their language. This can have a negative effect on learning. Some learners come from families where their opinion is not valued. This can influence the learners and make them reluctant to express themselves.
Cognitive ability: Not all students have the ability to focus on the task for long.
Poor short-term memory can result in learners’ forgetfulness. Learners could benefit from long-term memory skills, repetition and practice. That can be time-consuming and I need to keep that in mind when planning my lesson. I had problems with students not being able to think logically too. Also, because learners' cognitive ability varies, I have to keep that in mind when I prepare my lessons and worksheets. This can be time-consuming.
Physical ability: Some pupils might have restricted mobility and might not be able to fully participate in the lessons and thus might not show good progress. Others might be reluctant to write. I need to adapt my lessons in such a way that learning is assessable to them. For example, if they are reluctant to write, I might ask them to verbally convey their learning to me, to check to understand. Others might be affected by their sensory ability for example hearing loss or visual impairment. I have to remove barriers to learning and provide alternatives for them.
Teachers play vital roles in the lives of the students. My role as a teacher is to teach my students and set high expectations for all of them. I follow the guidelines provided by my school to teach the curriculum provided, organising methods, schemes of work and assignments to fulfil that role. As a teacher, I need to demonstrate sound subject and curriculum knowledge. For that, I need to know the specification very well. I need to be aware of all learner's needs and their prior knowledge to plan my lessons. Planning such a lesson can be time-consuming but it is important so that all pupils can show progress.
It is also my responsibility to provide a safe and inclusive environment for all children in the classroom. For that, I also need to be able to manage behaviour effectively. I need to demonstrate positive behaviour and be a role model at all times. I need to make sure all children are safe and happy in school but I cannot become too close to them. I should be approachable in cases of concern but need to maintain the limits and stay in my professional boundaries. This can become difficult at times when, for example, I receive an unexpected hug from a pupil.
I have to keep a record of assessments as a teacher but also make sure not to share these with anyone other than the data analyst or admin who needs to keep track of them. When I plan my assessments I need to make sure they are relevant, current and appropriate to learners age.
Learners expect me to teach them and treat them equally, they expect respect from me and praise for completing their work. They expect me to be approachable but I need to make sure I stay within my boundaries. Organisation expects me to fulfil the duty of teaching, be punctual, show that learners are making progress. External body, for example, the Department of Education expects me to follow all school-related policies and be professional in my work and also follow the teacher's standards. All these expectations can become difficult to meet at times. If the school expects me to teach the students but the student does not want to learn, how do I manage that? And if the school expects me to provide excellent teaching but limits the number/variety of resources I can use, expectations cannot be met. The Education Act 2002 imposes duties of care and expects me to protect children from harm but my intervention has to be reasonable for example I have to make sure I am not harmed by the process. If the Department of Education expects me to improve my teaching through professional development they could arrange free courses to provide that training.
My responsibilities concerning inclusive practice are that I plan and deliver the lesson keeping the differences of my learners in mind. Sometimes, when I notice the needs of individual learners through initial assessments or questioning, I will need to adjust my lesson accordingly providing additional support for them. It is my responsibility to create a safe environment for all students where everyone can make progress.
As a teacher, I need to stay within my boundaries. My main focus is teaching and I am not expected to be a learning mentor or counselor. If a situation arises for example if behaviour deteriorates, I need to liaise with the behaviour manager of the school who will then deal with the matter. In the same way, if a safeguarding concern arises I need to report to the DSL and not take matters into my own hands. There is a limit to how far I can go and I must maintain that. I will report to the headteacher if I have concerns over progress. I also need to follow the policies of the school. It is important for me not to mention any students information to anyone else, I should also not have any contact with students outside school hours/building,
I liaise with the head of science regarding planning, delivering and assessing learners. The positives are that I can get ideas and procedures explained face to face but the negatives are that I need to arrange a time for the meetings, usually, it takes place during the break. If I need to report a safeguarding concern I hand in a written form with my concern to DSL, who will take the matter forward. It is an easy method of reporting but sometimes written notices can be misinterpreted. I believe having a short chat can make things clearer, therefore whenever an opportunity arises I have a short chat with her as well. The cons are that I sometimes forget to have this chat or cannot find an opportunity to meet her during the day as she teaches lessons as well.
In my assignment 2, I mentioned that we have weekly training with the headteacher where good practices are shared between staff too. The staffroom is also a place where we can have informal discussions over any concerns we have and sometimes help each other out. The conversations can sometimes go further than planned, therefore I need to make sure I stay within my boundaries. In assignment 2, I also mentioned that we receive monthly reviews (podcast) from governors about the system in place. The benefit is that we can listen to the podcast at any time and do not need to take time out for formal meetings. The cons are that in case we do not understand anything we need to send an email with our query and receiving a reply might take time.
In Summer 2017 a new grading system was introduced in England. It started with the English language, literature and maths in summer 2017 and 20 further GCSEs in summer 2018. The reason for that change according to the Department of Education is to ensure that young people have the knowledge and skills which are required for employment and further studies. The content is more challenging and matches standards in high-performing education systems elsewhere in the world. The grading changed from A-G to 9-1 (Department of Education, online)
The curriculum changed and has become more challenging. I have noticed the contents of A-levels in the GCSE specification. It has become harder for students to achieve a good grade as a grade A which was seen as a good grade does not look good when it was made equivalent to a grade 7. It has phycological effects on learners which negatively affects their development. On the other hand, I find it has its positives too. The transition between Year 11 and year 12 has become easier for the students as they have acquired all the basic skills and knowledge needed to start their A levels.
The impact it had on my science teaching was that I had to start teaching parts of GCSE content in year 9, to complete the syllabus and prepare the students better for the
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Verlag: BookRix GmbH & Co. KG
Tag der Veröffentlichung: 02.07.2021
ISBN: 978-3-7487-8712-9
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