To fully understand, appreciate and reflect on this title, I will have to study three, very different, yet at the same time inherently linked facets of the education spectrum. Firstly, the role of the teacher will have to be explored and the functions and responsibilities this position entails. Are teachers just lecturing child-minders, or are they fundamental, not only to a child’s learning in school, but to their social and moral development and education? Secondly, what children learn, how children learn, and how we, as educators, learn with them, are crucial aspects which cannot be ignored. And thirdly, I will refer to the aforementioned areas of teaching within the context of key stage 3 and 4 English.
教育Essay范例
Teachers and pupils have to co-exist, live and work within the confines of a school, and the reasons why many children just cannot cope with this set-up are many. To minimize these potential problems, the teacher therefore has to cater for every pupil’s different needs, (race, gender, SEN etc). A teacher can do this by researching particular pupils – asking previous teachers, seeing SAT scores and literacy and numeracy levels. Consulting the Senco can be beneficial if there are concerns over teaching somebody with special educational needs. Understanding and accepting pupil’s differences, whether they are educational, religious or cultural have to be, not tackled, but worked through with all parties present. A working relationship has to develop where the teacher can initiate and then assist learning and the pupil can respond in their own way. Knowing the pupils inpidually is of vital importance in knocking down walls and building bridges. The pupils knowing the teacher and the teacher’s consistencies of discipline, standards and expectations, can benefit the two-way relationship. Both parties know each other’s likes, dislikes and boundaries etc. Children are constantly underestimated, they frequently gauge and assess the teacher, acting and reacting in different situations with different teachers, so it’s important to assert yourself and get that relationship right. This is a key target for me; because I worked as a teaching assistant at The Woodroffe, I had to create a formality between myself and a few of the pupils, whereas before it was beneficial to have a more relaxed approach to get the job done.
教师和学生必须在学校范围内共存、生活和工作，而许多孩子无法适应这种体制的原因有很多。为了尽量减少这些潜在的问题，老师必须迎合每个学生的不同需求(种族、性别、特殊教育等)。老师可以通过研究特定的学生来做到这一点——询问以前的老师，看看SAT分数以及读写和计算水平。如果对教有特殊教育需求的人有顾虑，咨询Senco是有益的。理解和接受学生的差异，无论是教育上的、宗教上的还是文化上的差异，都必须与在场的各方一起解决，而不是解决。必须建立一种工作关系，在这种关系中，老师可以发起学习，然后协助学习，而学生可以以自己的方式回应。单独了解学生对于推倒围墙、架起桥梁至关重要。学生知道老师和老师的纪律、标准和期望的一致性，可以有利于双向关系。双方都知道对方的好恶和界限等。孩子们总是被低估，他们经常评价和评价老师，在不同的情况下和不同的老师表现和反应，所以维护自己的权利和建立正确的关系是很重要的。这是我的一个主要目标;因为我在伍德罗夫大学担任助教，所以我必须在自己和一些学生之间建立一种正式的关系，而在此之前，用一种更轻松的方式来完成工作是有益的。
In English, the teacher has several key tasks which help children to get the most out of the subject: giving the pupils confidence to try when reading and when writing and to give them the relevant skills. Encouraging them to share opinions and interact with their peers through discussion – speaking and listening. Introduce literature and language variation. Help them to understand the author’s craft – reading for meaning. They should be given access to our literary heritage and texts from different cultures and traditions. Recognise where a pupil may benefit from drama and ICT related lessons and then differentiate accordingly. Teachers should consolidate this information with media topics and theories to expand knowledge and understanding. The ability to fuse these areas is a teacher’s aim. The teacher constantly has to push the boundaries, challenge the pupils to get them out of their “comfort-zone”. There is an element of risk involved for the teacher in attempting a balanced but challenging lesson. There is also risk for many pupils in different ways:
Some of us are risk tolerant and some of us are risk averse with all points equally represented. If you are in a learning situation and anxiety tips into stress, then what happens next is predictable. There are four categories of survival response available to you. A teacher or anyone is involved in formally educating others will be familiar with them. They are fight, flight, freeze and flock. You show resistance or fight the source of stress, you flee from it, you freeze in the face of it or you hang out with others like you or flock from it. If you have an accumulation of stressors that leave you feeling out of control, then the four ‘F’s are what is left for you.
有些人能够容忍风险，有些人则不愿意承担风险。如果你处于学习状态，焦虑会转化为压力，那么接下来发生的事情是可以预测的。有四种生存反应。老师或任何参与正式教育他人的人都会熟悉他们。它们是战斗、逃跑、冻结和聚集。你表现出抵抗或对抗压力的来源，你逃离它，你在面对它时畏缩不前，或者你和其他像你一样的人出去玩，或者逃离它。如果你有一堆让你感觉失去控制的压力源，那么这四个F就是留给你的。
The teacher regularly reviews the boundaries to reduce the usage of these defence mechanisms. These “four ‘F’s” are prevalent in English where in ascertaining whether the students have understood, the teacher will direct questions to random pupils, which in their eyes might be thought of as picking on. Speaking and listening tasks can offer problems to some students who may be good in other areas and some pupils respond by using one of these defence mechanisms because they lack the basic skills needed. What the teacher can do to alleviate this problem is to fore-warn the class that questions will be asked, nominate a table, group or pairs for an answer and say what type of questions you are going to ask, building up from easy questions to harder questions. A quieter student could be asked before the lesson if they felt okay with answering a question/performing a poem etc. A certain degree of sensitivity and common sense is needed when considering this question.
Because English is such a varied subject that encompasses many different teaching and learning styles, it can be difficult to teach and consider the different and necessary approaches. Key stage 3 can be problematic at The Woodroffe as the classes are of mixed ability with a vast range of skills and needs. Key stage 4 are put into sets which, although can help with differentiation, means the need to further challenge pupils becomes more apparent. Pupils know every trick in the book, every survival technique that will help them to stay alive in the jungle that is their classroom. The teacher has to remain one step ahead of them, using their motivational techniques along with a good lesson, to keep the class participating. Knowing each pupil and their needs is of vital importance to the teacher.
因为英语是一门非常多样化的学科，包含了许多不同的教学和学习风格，所以很难教授和考虑不同的和必要的方法。关键阶段3在Woodroffe可能是有问题的，因为课程是混合能力，有广泛的技能和需求。关键的第四阶段被设置成组，虽然可以帮助区分，但意味着进一步挑战学生的需要变得更加明显。学生们知道书中的每一个技巧，每一个生存技巧，将帮助他们在丛林中生存，这是他们的教室。老师必须保持领先他们一步，使用他们的激励技巧和一个好的课程，以保持课堂参与。了解每个学生和他们的需要对老师来说是至关重要的。
The balance of praise and criticism in teaching is an ongoing debate and an issue of common sense. Educational psychologists, writers, theorists, parents and teachers have all added their ideas to the following questions: Is it three ticks to one cross? Do you give out fewer ticks as the pupils get older? Do you mark in green or red pen? These are just some of the basic questions that are trying to be answered. At my school there is an “Assessment For Learning” initiative set up where a group of teachers have volunteered to try many of these schemes. They meet up quarterly to share results. From attending one of these meetings and by witnessing them in class, I am now aiming to use one or two of the ideas in my lessons. For instance, the question of how to mark effectively: Within this context it is very difficult to state what type of marking is needed and where. One possible rule offered is that you don’t highlight every spelling mistake, especially for the lower ability groups. This issue splits teachers. As previously mentioned, I feel that this is an issue of common sense depending on the context of the situation. There is also the question of summative vs. formative marking, but does there have to be “verses”, they can co-exist together. Sometimes a comment is more beneficial to the student than a grade. Some students may prefer to see a mark or grade so that they can easily see improvement. There is ongoing research into this area. Choosing which type of marking to use is a matter for each inpidual teacher and their inpidual students. Again, it is your knowledge of the pupils as inpiduals, building on your expectations for them, what they are achieving and what they should be achieving and getting the pupil to recognise these expectations. Just as two pupils are never the same, the marking, comments and grades reflect this. Teachers have to regulate and differentiate and only by knowing the pupils, (SEN, background, social problems etc) will this occur.
I have realised that some pupils benefit from formative marking and that some crave a grade or number so that they see if they are progressing. It appears to me that higher ability students like to see the grades. I was asked recently by a higher ability year 12 student to give a grade for a piece of homework where I had just put a constructive comment. Putting crosses in red, underlining incorrect spelling and putting “see me!” at the end of the work, are all methods which we are familiar with, but how many teachers actually appreciate and celebrate pupils’ work? At every level pupils like to see their work appreciated by the teacher and the class. They like to know that they understood the question or showed a great deal of effort. They like to be rewarded appropriately and consistently. For some pupils just to finish a piece of work is a cause for celebration. This celebration should be differentiated by the teacher in accordance with inpidual expectations.
Linked with praise and criticism is target-setting. A current theme in schools is for the student and teacher to work together to set the pupil’s targets for the term/year etc. The theory behind this idea is to involve the pupil as much as possible so they can create manageable targets. Also, they are more likely to resist completely if a teacher were to set their targets and “force-feed” them to the student. In English, setting targets, no matter how small and achieving them is the basis for progression in learning. Targets could include spelling certain words, taking part more in class discussions, not calling out or handwriting. Again, this target setting is heavily differentiated and that is why I feel it is a good idea to involve the student, they know probably better than the teacher where they need to improve. I have worked with students and other teachers setting literacy targets and behavioural targets in other schools and at The Woodroffe. We adjusted the targets by looking at levels and listening to comments from other teachers, not just in English. This idea attempts to motivate students by shifting the responsibility, from the teacher to the pupil, involving them more in their learning. This is just one facet of an interactive movement within education today; self-marking and self-evaluation are important tools in the classroom for all key stages. Just recently I asked a year 10 group to mark their own work as if they were a teacher. The comments and grades that I were shown were very interesting, the amount of constructive reflection was very surprising. This allows the students to see their work from a teacher’s perspective – what they will be marked on and how the teacher allocates marks for spelling and handwriting, for example. The idea is to create reflective pupils. “Pupil responsibility” is the current catchphrase, although some students understand the reasoning behind the idea more than others. In my year 9 lessons, preparing for their SATS, I make very explicit what they will be marked on for each type of question. They are given the mark scheme to mark their own mock papers. This seems to help them a great deal and they are beginning to realise that teachers don’t just give a random grade with “could do better” on the bottom.
A teacher has to consider the use of the different learning styles: visual, auditory and kinaesthetic. Visual learners like to see what they learn, auditory learners like to hear what they learn and kinaesthetic learners like to be physically involved in what they learn. They should be used together and this cross-over is of vital importance in an inclusive learning environment. In English, skills are needed that incorporate different styles of teaching (reading, writing, watching, speaking, listening, performing). When planning, teachers have to accommodate all the methods to make sure they appeal to all the different types of learners in their class. Across both key stages I have aimed to deliver a varied programme within the lesson; when I am explaining something I try to express it clearly and concisely, have what I am saying on the board, sometimes with a picture and by giving out helpful handouts. By demonstrating something as I am explaining it, especially in drama and speaking and listening, helps to address all the different types of learners. Also, I prefer to set work involving a mixture ‘doing’ tasks, reading tasks, written tasks, whilst incorporating drama and ICT.
教师必须考虑使用不同的学习风格:视觉、听觉和动觉。视觉型学习者喜欢看到他们所学的东西，听觉型学习者喜欢听到他们所学的东西，而动觉型学习者喜欢亲身参与他们所学的东西。它们应该一起使用，这种交叉在包容性学习环境中至关重要。在英语中，需要结合不同教学风格的技能(阅读、写作、观看、说、听、表演)。在制定计划时，教师必须适应所有的方法，以确保它们能吸引班上所有不同类型的学习者。在这两个关键阶段，我的目标是在课程中提供多样化的课程;当我解释某件事时，我会尽量把它表达得清楚简洁，把我要说的写在黑板上，有时还会配上图片，分发一些有用的讲义。当我解释某件事时，通过演示它，尤其是在戏剧、口语和听力方面，有助于解决所有不同类型的学习者。此外，我更喜欢将“做”的任务、阅读任务、书面任务混合在一起，同时结合戏剧和信息通信技术。
教育Essay怎么写
It is beneficial if a teacher is enthusiastic and is able to enthuse students. This enthusiasm should be considered a valuable resource, just like the teacher’s subject knowledge. The knowledge of, understanding and using resources are essential for enhancing the learning experience. Resources can be varied and obviously differ between subjects, classrooms and teachers. Resources can include such things as:
如果一个老师充满热情，能够激发学生的热情，这是有益的。这种热情应该被认为是一种宝贵的资源，就像老师的学科知识一样。对资源的认识、理解和利用是提高学习体验的必要条件。资源可以是多种多样的，在学科、教室和教师之间存在明显的差异。资源包括以下内容:
Teacher knowledge
Student knowledge
Teaching Assistants
I.C.T. – computers, O.H.P.s, digital cameras, video cameras etc
Research
Homework
A brilliant and effective lesson is very hard to achieve. A well-structured lesson is a must as long as there is flexibility allowed, as previously mentioned. Presentation and delivery are also important aspects to consider whilst not forgetting the power of the teacher to inspire:
“Use rich language and lots of repetition. Encourage learning behaviours – noticing, naming, describing, speculating, questioning. Encourage physical exploration and robust play.” (Smith, p.46)
Other things that are found in a good lesson vary from subject to subject, factors that I consider crucial in English are:
Good planning and preparation. A well planned and prepared lesson is more likely to be a good one. Each learning objective and task to meet that objective is carefully considered to be beneficial to the students. This is an ongoing target, which I feel I have met to a basic level.
Knowing the pupils well. By knowing the pupils well you can cater for all their weaknesses and abilities, set achievable targets, expectations and boundaries. Again, I know the majority of my students and some of their weaknesses and strengths but I realise more background research on the pupils is needed.
Differentiation/learning styles. This is to benefit each student with their own needs and learning styles – tailoring the lesson so that it is accessible to thirty or more students. This is a key aim of mine and although I feel I understand what is needed, I need to spend a great deal of time on this area.
Check understanding continually (also from assessment). I check at regular intervals by asking questions, checking books and work in lesson. This is important because it is vital to realise if you are going too fast or too slow. Students that don’t understand will switch off. Also, knowing when you are going too fast is crucial and leads on to:
Consolidation – building on prior knowledge/looking to future lessons. This can be added to the start of a lesson to refresh memories and to let the students know the content of the lesson. I feel I do consolidate consistently but it is an ongoing, rolling target of mine.
Appropriate working relationship with students. As previously mentioned, to benefit the student and the teacher, getting the correct balance has to be achieved. This is an area where I realised I needed to focus myself. I think I am gradually achieving that balance.
A critical aspect of the facilitation of learning is the actual environment where the learning takes place, usually the classroom. Children are learning all the time, whether they know about it or not:
There is a great deal of learning that goes on outside of conscious attention. The brain processes information that is ‘neither attended to nor noticed’ and this process is pervasive and ongoing. Children can, in some situations, be learning without the involvement of the teacher! (Smith, p.161)
There are other ways to make the classroom an enriched learning place and accessible to all. Behaviour is a major factor, if you have bad behaviour constantly and from different students, you may well question your choice of lesson for them. A lesson that is too easy for students is just as bad as a lesson that is too hard for them.
还有其他方法可以让教室成为一个丰富的学习场所，让所有人都可以进入。行为是一个主要因素，如果你经常有不好的行为和来自不同的学生，你可能会质疑你的选择为他们的课。对学生来说太容易的课程和对学生来说太难的课程一样糟糕。
“Better behaviour means better learning. Classrooms become better places in which to study and more enjoyable to work in.”
It is also beneficial to students and teachers alike, to be consistent when setting and enforcing rules and boundaries. By talking to staff and from my own experiences, I have realised this is an important aspect. Clarification, explanation and the displaying of rules and guidelines are essential as “pupils learn best in ordered environments where boundaries are clear.”(DfES 2003)
It is easy to overlook the actual classroom space. This is an integral part to the students’ lessons. Is it light and airy? Is it overcrowded or badly set out? Are the wall displays overbearing, too “busy”? Or, are the displays subtly aiding learning by just being visible? Students are proud to see their own work on the walls and this sense of well-being can only help create a positive atmosphere. It is good for the students to know where everything is in a classroom. Are the dictionaries and other resources easily accessible? Are the tables and chairs set out in rows or in groups? Which way would suit the task you are about to set? I have always thought that this is an area that could easily be overlooked by teachers and although I aim to consider this factor, I find it difficult when I use twelve different rooms, some of them art and science rooms which are not conducive for teaching English.
教室的实际空间很容易被忽视。这是学生课程中不可分割的一部分。它是轻便通风的吗?是人满为患还是交通拥堵?墙壁上的陈设是否霸道，过于“忙碌”?或者，这些展示只是通过可见来微妙地帮助学习?学生们自豪地看到自己的作品挂在墙上，这种幸福感只会有助于营造积极的氛围。让学生知道教室里每样东西的位置是有好处的。词典和其他资源是否容易获取?桌椅是成排摆放的还是成组摆放的?哪种方式适合你即将设定的任务?我一直认为这是一个很容易被老师忽视的领域，尽管我打算考虑这个因素，我发现很难当我使用12个不同的房间，其中一些艺术和科学的房间不利于英语教学。
Differentiation is a major consideration in the classroom. Recognising, understanding and catering for every child’s inpidual needs are essential; knowing the pupils, planning for them appropriately and setting achievable learning outcomes. Getting the balance between challenging content and achievement can be difficult, even for experienced teachers. That is why it is so important to know your pupils well, as previously discussed. What special educational needs do they have? What can you do to help them progress in their learning? In English, recognising reading and writing problems, are they dyslexic? Also, speaking and listening problems, autism and understanding these problems is necessary. How can you make your lessons more accessible for them? You can try to understand their problems and talk to the Senco about how to facilitate learning better. Have they any background or social problems? Teachers have to differentiate for the gifted and talented in their classes, with extension tasks combined with rewards, whilst not forgetting all the pupils in between.
It is also a key aim for teachers to be reflective, recognising the good aspects of their teaching and developing them in order to facilitate progression in pupils’ learning. It is also necessary for them to realise where their teaching techniques and methods can be improved to achieve their full potential as an educator, which in turn, will improve the student. Although I have only limited experience, one example is fresh in my mind: Whilst beginning to take a year 11 GCSE prep. group, I realised that because of their lack of motivation, they weren’t really benefiting from my lessons. I discussed the issue with my mentor and approached from a different angle, changing my lesson plans, tasks and delivery to get their attention and to offer the skills they needed to learn.
这也是教师的一个主要目标是反思，认识到他们的教学的好的方面，并发展它们，以促进学生的学习进步。他们也有必要认识到，他们的教学技巧和方法可以改进，以实现他们作为教育者的全部潜力，这反过来会提高学生。虽然我的经验有限，但有一个例子在我脑海中很清晰:当我开始参加一年11次GCSE预备小组时，我意识到由于他们缺乏动力，他们并没有真正从我的课程中受益。我和我的导师讨论了这个问题，并从不同的角度入手，改变我的教学计划、任务和授课方式，以引起他们的注意，并提供他们需要学习的技能。
I think that the role of the teacher is an indefinable idea. As times change, so do the responsibilities and duties for a teacher. One thing remains constant however, the main drive of teacher as educator. Although teachers wear many different hats, their actual teaching hat is never taken off, that is the one thing that takes precedence. As previously mentioned, teachers have to be flexible nowadays, and it is this pliability that has helped to make teaching such a demanding but rewarding career. Teaching has evolved and the roles are many and varied across the entire spectrum.
There is a shift in telling the children what they need to know, to telling the children how to find out what they need to know, giving them the responsibility for their learning and development. In English, there is a drive towards prioritising what the child needs to progress on, students are marked and evaluated as inpiduals not as a whole class. Getting the balance between consolidation and moving the class on is a constant consideration and through teaching, teachers are learning how to adapt and improve so they can benefit the students to their full potential.
从告诉孩子们他们需要知道什么，到告诉孩子们如何发现他们需要知道什么，给他们学习和发展的责任，这是一个转变。在英语中，有一种倾向于优先考虑孩子需要进步的东西，学生是作为个体来评分和评估的，而不是作为一个班级。在巩固和推进课程之间取得平衡是一个不断需要考虑的问题，通过教学，教师们正在学习如何适应和提高，以便充分发挥学生的潜力。
留学生论文相关专业范文素材资料，尽在本网，可以随时查阅参考。本站也提供多国留学生课程作业写作指导服务，如有需要可咨询本平台。