Kpd 1000

“Any teacher who wants to, can make a difference” (Anon. cited B, Rogers 2007) this implies that teachers have to consciously make an effort to make that difference; they have to take on responsibilities to satisfying the individual pupil’s needs. In theory, one must implement behavioural management strategies, focus on inclusion and the Every Child Matters agenda (E.C.M.). From my own experiences, I know that this is not always the case and so in this assignment I hope to analyse both theory and practice of the teacher’s main roles and responsibilities to assess my own professional development needs.
Firstly, behavioural management strategies have been in practice since at least 1911 when Thorndike expressed his “law of effect” which suggests that the more praise or punishment one receives for an action the stronger the association with the experience. Nowadays, teaching is highly influenced by behaviour management strategies. Many teachers try to implement a constructive sequence of events rather than a destructive sequence of events to avoid disruption to the whole class. This may mean choosing to deal with the event quietly once the children are working.
Constructivism is an effective model used to demonstrate why children must have differentiated tasks to challenge all pupils, despite their ability. Piaget (1950) suggests that children have stages of cognitive development and though there are guidelines as to when the learners will develop from one stage to another there are often children who develop later than the average representation. This is an important aspect of teaching as E.C.M. (2009) states that children should enjoy and achieve. Some gifted and talented (T.a.G.) students may find general class work to simple and as a consequence will not feel like they have achieved anything by completing it. Whereas, children with learning difficulties may find the same task too difficult and may not be able to complete it.
Similarly, teachers must...