Moreover, the second consistency proved teachers’ understanding about the elements of lesson plan they had designed. This consistency supported Adam and Cessna (1991) who argued that teachers shared beliefs about teaching and learning are fundamental to successful co-teaching. As teachers’ beliefs about lesson plan in team teaching may have a dominant influence on the successful of classroom practice, it is important for teachers to be aware of their own beliefs about lesson plan and
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Language Acquisition Principles An article from the online journal of Education.com had a great article about language acquisition principles for English Language Learners (ELL). The title of the article is “Delicate Balance: Managing the Needs of ELL students” and was written by Jon Nordmeyer. The article begins with a quote from a middle school English Language Learner (ELL) that states “it is hard to be an ESL student sometimes. Between ESL students, I could make many friends, but when I have
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II..3.Teacher collegiality has been used rhetorically to support a wide range of sometimes contradictory initiatives, from teacher development to school effectiveness, from a panacea for an aging teaching force to a well spring of innovation. There is also considerable scepticism about the ways in which collegiality can be used on co-opt teachers or control their work. Hargreaves (1994) has written extensively about a culture he describes as "contrived collegiality". His notion that contrived collegiality
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academic culture. These models include: One Teaching, One Observing, Station Teaching, Parallel Teaching, Alternative Teaching, Teaming, and One Teaching, One Assisting. Each model is a collaborative effort achieved by regular and special education teachers, who bring their own unique strengths and teaching styles to the classroom setting. Of particular interest is the model referred to as Station Teaching. An examination of Station Teaching will reveal several strengths of the model as well as some
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of the professionals who were involved with student agreed to collaborate together. They received support from the school administration who also trusted the service providers as the experts in their field. Stage 2: Professional Development; the teachers and related service providers worked to establish a shared vocabulary and meaning of what co-teaching means. The team reported they were lacking in the area of professional development, yet they supported each other and helped each other
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Web-based learning, computer-based learning, virtual classrooms, and digital collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/WAN), audio- and videotape, satellite broadcast, interactive TV, and CD-ROM. A definition of online education that is based on Desmond Keegan's (1988) definition of distance education. Hence, online education is characterized by: The separation of teachers and learners which distinguishes it from face-to-face education The influence
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relate to an individual’s belief system and to a corresponding method of supervision”(Goldhammer, R., 1969). I believe that leadership should push teachers for professional growth. When a teacher is achieving professional growth, leaders will be able to determine whether to guide, model, and/ or inform based on their rate of achievement. Leaders and teachers are at the epicenter of learning. Students expect us as educators to guide them through the learning process “feeding’ them the best amount of education
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Developmentally Appropriate Teaching Strategies Teachers in today’s classrooms have a challenging position in making sure to use developmentally appropriate teaching strategies with culturally diverse children. Not all children learn and understand information in the same way especially, when coming from different cultures. Developmentally appropriate practice (DAP) teaching strategies can aid teachers in helping children meet certain learning goals. Teachers can select a DAP teaching strategy that is
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deciphering a teacher’s preferred style of writing only add to the amount of obstacles. Because teachers often “[emphasize] the final product of writing, not the process it [produces],” students can easily consider a writing assignment as something that simply results in a grade (Jasmine and Weiner 132). With this mentality, the students will certainly internalize the grade and potentially read any teacher comments, however they are not truly involved in the process of writing or with revising their
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advanced maths in year 11 and 12, as well as the shortage of qualified maths and science teachers. Chubb said each primary school should have at least one specialist maths and science teacher, a policy currently used in South Australia and Victoria. This would be encouraged by improving incentives, including pay, for teachers. Other recommendations include supporting research potential, improving research collaboration with other countries and doing more to stress the importance of science to businesses
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