Unit 4 2.1
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BTEC Level 3 Award in Education and Training.
UNIT 4
Criteria 2.1
It is important to create an inclusive and learning environment, we cannot and should not target students who want to engage with us and leave others behind. If anything we should make sure our delivery is to the entire group then no one should feel isolated and not part of the group.
It is important for all learners to feel included this in turn will make everyone more receptive to questions and answers giving the entire group the opportunity to take part and not feel left out because everyone should feel at ease if they have something to say without the fear of being ridiculed.
When in classroom teaching I always say there is no such thing as a silly question and encourage students to ask if they do not understand something fully as it may not be just the one student but many more not daring to ask in case they feel stupid in front of their peers.
Challenging behaviours can be viewed as challenging for the following reasons:
Persistence
Severity
Unusual for age / stage of student.
Low level persistent behaviour would be two students talking to each other through a power point presentation, this kind of behaviour must be tackled their and then as it disrupts the learning for all the others and does shows dissent towards the teachers authority if left unchallenged then you would be allowing this sort of behaviour to keep happening and would be viewed as acceptable in class.
Some behaviour is challenging because of its seriousness, often in emotionality charged situations. This usually requires immediate attention e.g. one student hitting another or running out of class .
The following is a list of 7 rules–all don’ts–that will help you avoid the most common pitfalls, and turn your most difficult students into valued members of your classroom.
Rule #1: Don’t question.
It’s normal for teachers to force explanations from difficult students as a form of accountability. But asking why and...
UNIT 4
Criteria 2.1
It is important to create an inclusive and learning environment, we cannot and should not target students who want to engage with us and leave others behind. If anything we should make sure our delivery is to the entire group then no one should feel isolated and not part of the group.
It is important for all learners to feel included this in turn will make everyone more receptive to questions and answers giving the entire group the opportunity to take part and not feel left out because everyone should feel at ease if they have something to say without the fear of being ridiculed.
When in classroom teaching I always say there is no such thing as a silly question and encourage students to ask if they do not understand something fully as it may not be just the one student but many more not daring to ask in case they feel stupid in front of their peers.
Challenging behaviours can be viewed as challenging for the following reasons:
Persistence
Severity
Unusual for age / stage of student.
Low level persistent behaviour would be two students talking to each other through a power point presentation, this kind of behaviour must be tackled their and then as it disrupts the learning for all the others and does shows dissent towards the teachers authority if left unchallenged then you would be allowing this sort of behaviour to keep happening and would be viewed as acceptable in class.
Some behaviour is challenging because of its seriousness, often in emotionality charged situations. This usually requires immediate attention e.g. one student hitting another or running out of class .
The following is a list of 7 rules–all don’ts–that will help you avoid the most common pitfalls, and turn your most difficult students into valued members of your classroom.
Rule #1: Don’t question.
It’s normal for teachers to force explanations from difficult students as a form of accountability. But asking why and...