Principles of Learning and Teaching
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PRINCIPLES OF LEARNING AND TEACHING
SIMON DAVIES
WORD COUNT: 1650
This report will identify and discuss key theoretical perspectives that impact on children’s motivation to learn, one of which is a school’s Core Beliefs and Value systems, set out in the school’s principles and policy statements. This important ethos is displayed in the 8th Teacher’s Standard, encouraging teachers to make a positive contribution to the wider life and ethos of the school, develop professional relationships with colleagues, recognise how/when to draw on advice and take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
These qualities have a significant impact on a child’s motivation to learn. If a teacher has strong principles regarding their teaching practice this reflects through their teaching. E.g.: during teaching-practice I observed lessons with engaging tasks and motivation shown from children. I identified how the main teacher created a positive atmosphere and tried to incorporate this into my teaching, therefore having a positive impact on my teaching, reflecting positively through children’s work.
Fullan (1991, p.91) cited in Swan (2006) states; “We should not seek to change teacher’s beliefs so that they behave differently, but rather offer opportunities to behave differently so that their experiences may give them cause to reflect on and modify their beliefs”.
Swan (2006), endorses a model; ‘Professional development that challenges embedded values and practice’. He states teaches should:
“Recognise existing values, attitudes, beliefs and expectations”: Opportunity for teachers to describe the surroundings they work in and explain their current values and beliefs. I experienced this during teaching practice.
“Analyse discussion-based practices”: As a (trainee) teacher I should reflect on my practice in the classroom and adopt/use new techniques from observing...
PRINCIPLES OF LEARNING AND TEACHING
SIMON DAVIES
WORD COUNT: 1650
This report will identify and discuss key theoretical perspectives that impact on children’s motivation to learn, one of which is a school’s Core Beliefs and Value systems, set out in the school’s principles and policy statements. This important ethos is displayed in the 8th Teacher’s Standard, encouraging teachers to make a positive contribution to the wider life and ethos of the school, develop professional relationships with colleagues, recognise how/when to draw on advice and take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues.
These qualities have a significant impact on a child’s motivation to learn. If a teacher has strong principles regarding their teaching practice this reflects through their teaching. E.g.: during teaching-practice I observed lessons with engaging tasks and motivation shown from children. I identified how the main teacher created a positive atmosphere and tried to incorporate this into my teaching, therefore having a positive impact on my teaching, reflecting positively through children’s work.
Fullan (1991, p.91) cited in Swan (2006) states; “We should not seek to change teacher’s beliefs so that they behave differently, but rather offer opportunities to behave differently so that their experiences may give them cause to reflect on and modify their beliefs”.
Swan (2006), endorses a model; ‘Professional development that challenges embedded values and practice’. He states teaches should:
“Recognise existing values, attitudes, beliefs and expectations”: Opportunity for teachers to describe the surroundings they work in and explain their current values and beliefs. I experienced this during teaching practice.
“Analyse discussion-based practices”: As a (trainee) teacher I should reflect on my practice in the classroom and adopt/use new techniques from observing...