Posted at 11.02.2018
In theory, children's understanding and potential in literacy, mathematics and science should be enhanced through high quality teaching. However there is a lot of issue on the best ways to teach children and exactly how children actually learn.
It could be argued that teaching children to read is the most fundamental task for professors. It's the circumstance that once children have learned to learn, they can read to learn. In other words, reading is needed to access other subject.
Gorden Wells' (1985) longitudinal job on children's words development at home with school points out the role of testimonies in expanding children's literacy skills and their abstract thought functions. Children most successful in literacy lab tests years 7 and 11 could be positively recognized as having experienced experience of testimonies informed of read to learn to them before beginning institution. Wells argues that the process of understanding the world offered by testimonies obliges children to use decontextualised words by creating a world inside their minds.
He makes even more robust claims for the value of reports by arguing that they contribute very favorably to children's wider learning. His research evidence facilitates the view that to be able to understand a tale a child must pay particular focus on symbolic language. This requires high degrees of cognitive thought. The kid who listens to or reads reviews regularly spends more time using these high degrees of thought than the kid who does not. In other words, tales make children smarter. (Wells, G. (1985) Dialect, Learning and Education. Cheltenham: NFER-Nelson).
"Children figure out how to read when they are affectively employed, when they would like to read, when it concerns to them to take action. Simple training in alphabetic and phonemic rules won't create viewers of either kind. It will create children that can chant and recite alphabetic and phonemic information. We maintain that the two types of reading experience are both important but that they must work together and that children will focus on printing when they are intrinsically motivated to be involved in literacy activities. " (Kress 1997).
According to Kress (1997: 42) classrooms should have good equipment of picture books with patterned and predictable words as these books will quickly become familiar to children. They also will be the kinds of catalogs that children will want to get back to, will see comfort in and, as developing readers, will feel safe in their company.
Through led reading, the instructor showed that pleasure that can be gained from reading and Kress (1997, p. 44) suggests that this requires teachers to know books well in order to be able to show their passion. As Meek says, 'we only read well what we think well of' (Meek 1982: 45) and
Demonstrating the pleasure to be gained from reading is an important part of shared reading experiences and that will require teachers to know books well in order to be able to talk about their excitement. As Meek says, 'we only read well what we should think well of' (Meek 1982: 45) and so a deep immersion in to the world of children's books is essential for teachers if they're to arouse passion and model positive reading behaviours in order to instruct reading, teachers must become visitors. Modelling and expanding positive attitudes to reading is an integral focus in teaching reading. Once children become aware of what can be gained in terms of pleasure and purpose, then not only will they become self-motivated to activate in reading but good reading behaviors will be shaped. " P. 44
Meek, M. (1982) Learning to Read. London: the Bodley Head
Peacock et al (2011: p. 2) suggests that a lack of science subject matter knowledge coupled with a lack of assurance in how to teach technology may have a severely limiting effect on children's learning.
It is important that professors plan their lessons carefully before teaching so that they can ensure their subject matter knowledge on that area is enough and so that they can deal with things such as time management and choosing appropriate resources.
Good planning of the time management, subject knowledge and resources were apparent in the technology lesson which i observed. This is shown by the instructor using specific terminology, such as opaque, translucent and translucent. She also had an activity designed in which the children used certain props allowing them to find the response themselves; through observation.
Furthermore, good planning allowed her to manage time as she had planned a clear intro; where in fact the children recapped what they already experienced learnt, a development section; where they were able to separately find out answers through observation and then they come back along for a plenary.
Planning the lesson well allowed the various parts of the lessons to move well and the educator was able to plan it in ways to address whether the children had learned what she got intended those to. She performed this by observing their knowledge at the beginning of the lesson and then re-evaluating their knowledge during the plenary by the end; which required the children expressing what they had observed.
My observation of the supply teacher's lesson in maths helps how planning is an extremely essential aspect in boosting children's understanding. It is because her lesson was not as organised as their lessons usually were and this created a great impact on the children's learning.
I thought that she had not been as in a position to move smoothly in one task to another and she often asked the children questions or got them to do tasks that they had already done. This supposed that these were not building on the data they already understood. Of course recapping is important, however Personally i think it should be used as an introduction of the lessons or plenary somewhat than the key area of the lesson; as Personally i think children should research or observe separately too.
Furthermore, the resource teacher was struggling to use different resources and put in most of her time either lecturing the kids on this issue (rather than the lessons being student-lead) or with her back again to them as she was writing on the whiteboard.
The professor also played a really complicated maths game with the children, which didn't seem to get their attention. She put in a lot of time on the overall game; it was the main area of the lesson, rather than mental basic - which would have been more appropriate. The overall game also did not really help with what they were learning about, that was co-ordinates.
This shows, therefore, how important planning and using appropriate diagrams, jobs and open questions are. Organizing them on resources like interactive whiteboards or worksheets reduces times put in writing/pulling them on the plank or looking to clarify them, and means the tutor spends less time with her back to children.
I feel this really shows how high quality coaching really affects the way the children learn. The same children were behaving so differently than these were with their normal teacher. When I walked across the class room offering help, these were less engaged with the lesson and the work they were designed to be doing - which designed they got less done. They were much chattier throughout the lesson than normal and the instructor seemed fairly unaware. When the noise increased, she didn't quiet them down or negotiate them, meaning they extended to motivate her. In the long run, the teaching associate stepped in and started settling a few of the kids, which I've never seen her do in lessons using their normal instructor.
I feel the negative change in the children's behavior was mostly due to the insufficient behavioural management, lack of preparation rather than knowing the average person children well.
Bishop et al (1993: 1) suggest that there are "four groups of influences which appear to be of important importance for learners of mathematics. " They suggest these four groups are the world in which the mathematics is occurring; out-of-school knowledge; coaching materials and products; and the tutor themselves.
Although children's understanding in literacy, mathematics and science can be improved through high quality teaching and learning, this isn't the one factor that can boost their understanding.