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Notify me of new comments via email. Notify me of new posts via email. Share this: Twitter Facebook. Like this: Like Loading Fill in your details below or click an icon to log in:. Email required Address never made public. Cari di dalam dokumen. These are not simply behaviors, but skills to create and implement classroom programs that are suited for students at a variety of academic, physical, and social-emotional levels.
My main goal as an educator, therefore, is to assist students in identifying and utilizing their unique skills and interests to become a confident, well-rounded lifelong learner. As Dr. I agree that relationships should be at the core of all that we do as teachers, as every student who enters my classroom brings their own unique community that has shaped them as an individual. I believe in the importance of building relationships with parents and their children early in the school year, not only to foster a trusting bond, but to allow for a deeper understanding of the child as a learner.
Understanding each family community allows us to recognize exactly how individual students can benefit from the additional support provided by the educational community. An effective teacher is not only someone who has a vast repertoire of teaching and learning strategies, but someone who knows just which approach to try with different learners. Understanding my learners allows me to be selective and flexible with classroom routines.
There are specific strategies I plan to implement in my practice, some including a classroom jobs system, flexible seating, and teaching for all learning styles. In all circumstances, I will remain supportive in students selecting the method for which they can best do and show their learning.
Classroom management comes not only from how I convey myself as a leader, but from the specific words I use when speaking. By fostering an environment that prioritizes active listening, mutual respect, and equity, students can feel heard and valued.
This translates from improved listening skills to increased ownership over work. However, occasionally a learning environment simply does not suit the needs of a learner. I will not see asking others for help as a sign of weakness; rather, a strategy to help each student get what they need. I remember as a young student struggling to write tests because the stressful environment caused information to fly out of my head. However, I had a solid grasp of the concepts because I made connections the information that was relevant and applicable in my own life.
So why would I assess them in the same way? I view assessment as something that is ongoing, fluid, and looks different for each learner. I will give students the opportunity to show their understanding in a way that is comfortable to them, allowing them to be confident in their work and, as a result, increasing the likelihood they can reuse this knowledge in the future.
The BC Curriculum provides the basis and rationale for all teaching and learning activities I will do in my classroom. These standards not only inform my practice, but guide students through developmentally appropriate activities and topics. Utilizing the BC Curriculum means providing students with well-rounded understandings of both our local and global communities.
My job as a teacher will be to interpret the curriculum in ways that are relevant for my students to then foster a learning environment that is meaningful and memorable. My practice is highly influenced by the Universal Design for Learning approach, which means I actively integrate teaching and learning strategies before my day has begun.
These educational tools benefit all learners, not only those who may struggle. This does not, however, mean that all students receive the same supports, and I will explain to students that different learners require different tools.
For example, the amplifier helps students who have trouble hearing, and the wiggle cushions are for students who are building their stamina sitting at the carpet.
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