1.1 Physical, social and intellectual development and characteristics of students
Proficient: Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.
I continue to build on knowledge obtained through my Master of Teaching and try to use different strategies when planning activities for classes.
Example:
I have worked in several schools that use the 'Play is the Way' approach to teaching social skills and had started to use some of the language but without knowing the reasoning behind its use. A block contract in a very challenging class prompted me to attend the day's workshop with the desire to learn skills in developing my students' resilience and social behaviours.
The day was all practical, and fifty teachers spent the day learning the language and approach through actively participating in the structured games that students would be asked to play. As well as being fun and engaging I learned that I, like many others in the room, overused superlatives to the point that it could be detrimental to a child's learning, for example, saying 'Fantastic!', 'Great!' in response to them simply telling me they'd put their bag away! I agree with Wilson McCaskill that we need to use these words only when they have been earned and not overpraise our students.
Since being back in the classroom I have been more conscious of my language and how I respond to students. I have not been able to stop myself from using superlatives on occasion but if one does slip out, I follow it with 'because'. For example, 'That's great! ... because of the way you have drawn the lines straight with a ruler and written your words clearly'.
I have the opportunity to set up Play is the Way 'thinking' in the classroom, term 4 2014. It is difficult to dive straight into the games without first teaching the students about bravery and how we need to respect each other in the classroom. I am looking forward to using the programme and will post examples and photos as I go. Watch this space!
I have worked in several schools that use the 'Play is the Way' approach to teaching social skills and had started to use some of the language but without knowing the reasoning behind its use. A block contract in a very challenging class prompted me to attend the day's workshop with the desire to learn skills in developing my students' resilience and social behaviours.
The day was all practical, and fifty teachers spent the day learning the language and approach through actively participating in the structured games that students would be asked to play. As well as being fun and engaging I learned that I, like many others in the room, overused superlatives to the point that it could be detrimental to a child's learning, for example, saying 'Fantastic!', 'Great!' in response to them simply telling me they'd put their bag away! I agree with Wilson McCaskill that we need to use these words only when they have been earned and not overpraise our students.
Since being back in the classroom I have been more conscious of my language and how I respond to students. I have not been able to stop myself from using superlatives on occasion but if one does slip out, I follow it with 'because'. For example, 'That's great! ... because of the way you have drawn the lines straight with a ruler and written your words clearly'.
I have the opportunity to set up Play is the Way 'thinking' in the classroom, term 4 2014. It is difficult to dive straight into the games without first teaching the students about bravery and how we need to respect each other in the classroom. I am looking forward to using the programme and will post examples and photos as I go. Watch this space!
"PLAY IS THE WAY© is a practical methodology for teaching social and emotional learning using guided play, classroom activities and an language - behaviour education using wisdom, not force."
(taken from https://playistheway.com.au 21/09/14) |
Example:
In numeracy (in particular Number) with Junior Primary students I have sourced some fantastic visual and audio math songs to reinforce counting skills. I have also used age-appropriate dances to allow children 'wriggle time' in between lessons.
Below is a photo of Reception students engaged in the 1-100 Counting Macarena and the 'Gummy Bear' dance
In numeracy (in particular Number) with Junior Primary students I have sourced some fantastic visual and audio math songs to reinforce counting skills. I have also used age-appropriate dances to allow children 'wriggle time' in between lessons.
Below is a photo of Reception students engaged in the 1-100 Counting Macarena and the 'Gummy Bear' dance