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Processes of Teaching

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Processes of Teaching In the course of this assignment I will be reflecting upon my teaching practice to date and considering the influences that have effected the development of my teaching style. I will be discussing the microteach that took place earlier this term and analysing the teaching style I adopted for this practice. I will be comparing and contrasting this style with the teaching style and techniques I apply within my employment. In order to analyse my current teaching practice I will be reflecting upon the two lesson observations I have had within my usual college environment. I will be also be considering the institutional demands of the post-16 college in which I teach, and looking at the ways in which they may have developed and affected different aspects of my teaching style. Throughout the assignment I will be considering the opinions of different theorists and relating this to my own experiences. In order to fully understand the development of my teaching style I must first set the scene of my teaching practice. I currently teach information technology (IT) on a full-time basis in a land-based Further Education college in South Devon. The college delivers vocational courses (mainly National Certificates and National Diplomas) in subjects such as Animal Care, Agriculture, Equine and Outdoor Leisure. The majority of the students at the college struggle with traditional academic subjects and sitting at a computer on a sunny afternoon, or indeed any afternoon, is not high on their agenda. ...read more.


Whilst some of these statements are true of my learning style they do not seem to be so reflective of my teaching style. I found this strange, as I would have previously thought that teachers would teach others in their own preferred learning style. An activist is described by the FEDA pamphlet as a person who will act on initiative rather than consult others and who is willing to try something new that they have never tried before. I find this description more reflective of the flexibility elements of my teaching style. However, I feel that like learning styles there is no wrong or right teaching style and it is impossible to classify each teacher with a single teaching style. I have found that throughout my teaching practice I have made many other decisions based upon the same intuitive feelings I adopted in my microteach, and the majority have turned out to be the right choices. One example of this took place during my first lesson observation. Upon entering the classroom I was asked by a number of students for help in their assignment that was due in later that day. Although I had a lesson plan prepared that would cover the length of the entire session I felt that it would be more beneficial to the students, and also encourage a policy of openness, if I adapted my plans to condense my study topics in the first part of the session. This would allow the students the second part of the lesson to work on their assignment and request help if they needed it. ...read more.


order to maximise the options for the child to reach their full potential as a learner and work within what he calls the zone of proximal development. As well as improving the students' own learning this type of approach to the lesson also helps to create a relaxed environment for the other learners in the group, and I have found that some students would prefer to ask their peers for help rather than a teaching figure. In conclusion I feel that my teaching style is constantly changing and adapting to new situations and new experiences. Using the reflective tool of praxis I am building new lesson plans and new methodologies based upon my experiences in the classroom. I feel that my teaching style is flexible and can alter depending on a number of factors. When planning these lessons I always try to take into the subject being taught, the mood of the students and the environment in which I am to teach as well as considering situations in my life and even things such as the weather, which although seem trivial can have an impact on the students' behaviour. I believe in adopting a policy of openness with the learners and I actively promote peer teaching as advocated by Vygotsky. I particularly like working with a student centred approach and I feel that with the subjects that I teach there is no replacement for practical sessions and workshops. However, I hope that I am flexible enough to adopt new methodologies and instruments for teaching as are appropriate to the learners in every new situation. Only time will tell. ...read more.

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