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What kind of teacher do I want to be and why?

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What kind of teacher do I want to be and why? A teacher who is committed to ensuring that children can achieve their full educational potential and that can establish fair, respectful, trusting, supportive and constructive relationships with them is the kind of teacher I want to be. I want my students to demonstrate positive values and behaviour. Whilst on my school placement, it was made clear that an effective teacher should have teaching, learning and behaviour management strategies in place. It was important for me to learn them, for example, a popular strategy, used actively in the classroom, was a behaviour management tactic, if the children were becoming too loud whilst supposed to be working quietly, the teacher would clap a rhythm, the children instantly recognised this and clapped the rhythm back; the children settled immediately and began to work quietly- this helped children learn, all the children knew what the teacher was asking when she clapped. I suppose one can say that this helped children to learn as the tactic was able to refocus children and that they then got back to their work; hopefully learning was taking place. Another example of good, effective behaviour management was, when a child had been naughty and had been asked to behave, if that same child carried on and misbehaved their name went on the whiteboard, which indicated that, that child had lost five minutes of their break time. ...read more.


child a sense of control and power, which turned into a confidence that helped him complete the question, even if he needed another students help. Kinaesthetic learning is a great way to get children to learn, by making children active; don't just getting them to read from a book at a desk, gives them the opportunity to think for themselves as well as talking in groups to discuss ideas etc. In my school placement, the Science co-ordinator decided to try a new learning approach with the entire Year Six students. She took them into a large space; the chapel was used in our instance. On the floor the teacher placed large hoops and on the walls different factors that would affect an experiment. She got the year six students into groups, not according to their ability. The idea of mixing up the ability was to see if they would work collaboratively; inclusion. The lesson was very successful; however the teacher wished she had a larger space, so that the children could run around. The teacher suggested that kinaesthetic learning was a far better way for children to learn, as it got them out of the particular, mundane routine they faced each morning (Eaude, 2008). In order for children to learn effectively, they should be placed in a safe learning environment. Young children require space, indoors or outdoors, where they can be active or quiet, and where they can think, dream or watch others, 'An appropriate environment is key both to safety and to effective learning and development.' ...read more.


Their learning capabilities are sometimes much higher than those who do not suffer. Teachers often find it easier to disregard these children by sending them out of a class when they are being disruptive, this is not acceptable, yes it's fair to argue that children with ADHD affect the learning of other children, but if a teacher is able to manage the behaviour effectively then the class can work in harmony. Dr Sheheryar Jovindah (2005) states, Two thirds of primary school teachers struggle to understand and manage ADHD behaviour because of a lack of training. The study, presented at the annual conference of Royal College of Psychiatrists' Faculty of Child and Adolescent Psychiatry, surveyed teachers from six primary schools in Plymouth. The research showed that most teachers had very little understanding of the genetic origins of ADHD, with only about 7% agreeing that it was a genetic disorder. The majority of teachers were also found to have limited understanding about the use of stimulant medication to treat ADHD, and about whether or not ADHD is being over-diagnosed. Worryingly, only 35% of teachers had received any training in understanding or managing ADHD behaviour. This is despite teachers playing a vital role in helping to diagnose and manage ADHD. However, the study did show that teachers who had received training were more likely to work in partnership with parents. This finding suggests that training for teachers could help create a more positive learning environment for children displaying ADHD behaviour. To conclude, I don't want to be accepted as a good teacher, I want to be accepted as a great teacher. ...read more.

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