Understanding The Bredekamp Theory I

I believe that I am proficient in establishing a classroom setting that calls upon the students to learn in an individual and collaborative manner. I believe that I have sufficiently encouraged positive social interaction, active engagement in learning, and self motivation. I have shown this in learning activities that have been presented to the students. An example of this would be with the placard assignment, which had the students fill out a sheet that corresponded to four maps to help them figure out what artifacts certain cultural regions would use. During this learning segment, students would have to be self directed after the directions were given, the students would have to use collaborative skills, and they were all engaged during

In an informal discussion between myself and the class teacher we would determine our roles throughout the activities, what teaching styles will be used to match the needs of the individual children or groups. Discussing the individual children and preparing to provide additional support ensuing all needs are met, any barriers that may become apparent during the lesson can be overcome without fuss.

Teachers should be continually learning and assessing their teaching practices through reflection and collaboration with other teachers. It is the role of the teacher to use these teaching practices to develop in students the abilities and skills that will remain with them throughout life. Teachers should be role models for their students, to provide encouragement and praise, reassuring their students that they can achieve their dreams and reach their goals. Teaching should not only focus on academics but it should also focus on character education. Students need to be prepared to enter into their community and have the ability to interact with people from different backgrounds, cultures, religious backgrounds, social status, and values. It is important that teachers work with students to help them learn the skills of cooperation, patience, communication, empathy, understanding and teamwork, these skills are extremely important for the successful integration into further education, the workforce, family life and other social interactions. Teachers can achieve this through focusing on and encouraging group work, peer tutoring as well as games and activities that focus on social behaviors.

A sense of order within the class can be managed by presenting lessons effectively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and use a variety of tactics in order to develop an understanding of students individually and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners may have adopted towards learning and to maintain a good level of motivation.

-Students are working in groups with different levels of understanding. Their peers will mentor them and hold them accountable to their work.

In the third element of the cycle teachers may take on board many roles; from lecturer to mentor, from coach to listener, from assessor to presenter, all the while maintaining their professionalism. This goes from their day to day behaviour to (i.e.) dressing appropriately and maintaining a distance that allows for trust and respect) to being a good communicator and being prepared for the session. Each lesson should be well planned with a beginning (introduction and objectives), a middle (main body of lecture) and an end (drawing conclusions). Teachers have also the responsibility of keeping

This is why I also employ the constructivism technique of collaborative groups in my classroom to give students the opportunity to discuss ideas with their peers and make reasonable conclusions about what they are learning. My classroom is arranged with student desks placed in small groups, which allows students to direct their attention to the front of the room when needed, yet they can turn and collaborate with their peers during group work.

Knowing your students’ capabilities, time constraints, hobbies, schema, and socioeconomic status is crucial to teaching. Teachers who are familiar with their students have an advantage in planning their teaching for several reasons. The first is motivation. If a teacher understands what a student likes or dislikes, they can use this to their advantage. For example, if a student is having problems understanding order of operations, hates math, but really loves video games, you could have them explain the order of steps to beat their favorite video game and use that order of operations to show them the mathematical order of operations. In the same way, if a student is from a lower SES and must work a part-time job to help support their family, they may not be motivated to do homework and projects outside of the classroom. Being able to relate the importance of your content to students is key to motivation. If a student is not motivated, they will not learn, much less excel. The transactional Theory states that learning is a transaction between the student, context, and content with purpose. Each of these must be present for students to learn. Creating relevance to our content in each student’s life is critical to learning. We as teachers cannot create the context for learning or relevance if we do not know our students.

When working with individuals or pairs, teachers need to ensure that the rest of the class is working on related tasks and exercises.

Communication with peers and even teachers or adults will also be helpful as it will help organize and speed up the time it will take to complete certain objectives.

The teacher prepares the students to operate in a small group together. This practice can enhance the student’s cooperative learning skills.

Successful classroom teachers need to have a lot of stored knowledge in order to have a classroom that prepares students for the future and teaches them what they need to know. There are certain methods and practices that are more important for teachers to keep in mind. These things include growth and fixed mindsets, along with cognitive and social constructivism. These learning methods are important to incorporate in the everyday classroom, for the environmental changes are positive.

In my classroom, I demonstrate collaboration by attending the Kinder PLC meeting every Tuesday. These meetings help the grade level teachers to collaborate. For example, to come up with ideas on how to teach a specific concept, talk about any updates, student assistance team (SAT) , and data analysis. I demonstrate collaboration by working with my colleagues to come up with writing prompts and writing rubrics. By doing this we make sure the expectations in each classroom are the same.

To create a sense of community the teacher needs to share their families, interests, and lives to their students. The students must feel comfortable enough to share the same thing within the classroom (Rosenberg, Westling, & McLeskey, 2011). Lastly, explicitly teaching the behaviors and routine to the students would allow them to have a clear expectation of what they should demonstrate daily. This is important because the explicit instruction can be effective to any student no matter their cultural

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.