Teaching | EssayIvy.com

Teaching

Name

Institution

Table of Contents

Introduction ................................................................................................................................ 3

Task 1: Reflection report on ways to promote appropriate behaviour and respect ................... 3

Task 2: Analysis of the role and use of initial and diagnostic assessment in agreeing

individual learning goals with your learners .............................................................................. 6

Task 3: 20 Hours teaching practice ............................................................................................ 9

Task 4: Teaching Methods and Learning Plans ....................................................................... 12

Task 5: Self Evaluation ............................................................................................................ 23

Task 6: Assessment Types ....................................................................................................... 25

Task 7: Communication Theories and Methods ...................................................................... 31

Task 8: Analysing the effectiveness of teaching and approaches to the individual needs of

learners ..................................................................................................................................... 36

Conclusion ............................................................................................................................... 39

References ................................................................................................................................ 41

Introduction

Education is one of the best assets that a parent can bequeath their children. It is in school

that children can learn the most variable lessons in life. School prepares kids with the

necessary skills and competencies to face the world which is full of challenges. Besides,

children also learn to relate to others as well having the desirable behaviours. However, this

huge task rest on the teachers who are mandated to ensure that student learns various concept

and idea; besides, they can use them effectively to solve life problem. To this end, a teacher

has a more significant role to play in term of planning, teaching and assessing the progress of

kids. Adopting the best approaches and teaching method will ensure that the desired

objectives are meant. In addition, as a teacher, passing knowledge is more of a vocation

which I undertake wholeheartedly

Task 1: Reflection report on ways to promote appropriate behaviour and respect

Practically, a teacher has a bigger role other than just passing knowledge and skill to children.

Promoting appropriate behaviour and respect are among other key roles, as teachers are

highly responsible in upbringing children. For an adult to depict required behaviour and

respect there must be a firm foundation built on them. As a primary school teacher, there are

different ways I have been using information to promote appropriate behaviour and respect

among children (Anastas, 2010). Among these ways include: being a role model, pay heed,

keeping my word, not preaching to the children, verbally children’s effort, acknowledging

their feelings, interest and being proud of them.

Being a role model

Having in mind that I spend more time with these children than their parent, I have to depict

the best behaviour because children learn from what they are seeing. This is because the

environment has a big impact on a child's behaviour. This is what makes the difference

between human beings and animals. Animals are brought up in a hostile environment, where

no one cares, and the fittest survives. With that in mind, I can instil appropriate behaviour and

respect; I have to behave appropriately too and give them respect. A young child has an

empty mind, so they will adopt and uphold what is taking place in their immediate

environment.

Pay Heed

In reference to psychology, best listeners are best readers. This means that if you keenly

listen to children without interrupting them while teaching. They will do the same, and they

will be ready to be corrected because there will be a conducive environment for learning,

both academic and behaviour. Listening is one of the most influential tools, which makes

children feel as if they are part of the issue or event. I also avoid judging as in most cases,

children behave to their best of knowledge. With this, there is equality as children appreciate

their diversities.

Keeping my word

I have learned that children understand a simple logic of yes or no. It is us adults who try and

fix other possibilities of "maybe" in their lives. If I promise that the child who completes a

task will get a token, I should respect my words and do exactly what I promised. If I promise

a child if he/she shares the truth he/she will go unpunished, that is exactly what I should do.

The trend also promotes equality because award is by merit. It is a strategy to pass respect

and appropriate behaviour among children. The method also helps in creating trust; they will

share their worries and problems easily.

Others

A child's behaviour and respect is also dependant on their self-esteem. Therefore, to improve

their self-esteem, it is important to acknowledge their efforts. With this, I can acknowledge

their feelings and interest. Knowing that he/she will be appreciated is important, as they will

strive to make their guardians happy. By so doing, they will learn to be respectful and portray

appropriate behaviour.

Summary of flexibility and adaptability in the use of inclusive teaching and learning in

education

Inclusive learning and teaching practices are vital in maintaining and creating an environment

where all stakeholders are fully respected and engaged. Such a platform creates room for

exchange of ideas, thoughts, and perspectives thus highly flexible and adaptable. The practice

also creates a learning platform inside a learning environment. Therefore, there is optimal

benefit. When a child learns an idea from his/her classmate, they develop the spirit of

equality and value diversity. The practice is the best tool to eliminate superiority complex.

Inclusive teaching and learning are highly flexible and adaptable. It does not have any form

of technicalities in its implementation. It highly boosts cultural diversity which is crucial in

any learning institution. The basis of the practice is to undermine stereotypes and biases

which impede teaching and learning. The aspect of keeping transparency and accessibility in

mind when designing the coursework or assignment is among key objectives in inclusive

learning. This makes coursework or assignment compatible across borders. An ideal example

is the education system in the UK; the curriculum has been adopted in other countries around

the world because of its inclusive aspect. Therefore, any country around the globe can

appreciate it and adopt it easily.

From my experience, there is the need for frequent workshops and training about inclusive

teaching and learning. This is because one has to collect as many ideas and thoughts as

possible. One has to update his/herself with the current issues among different cultures and

races so as to effectively implement the practice. Among other methods to promote inclusive

learning and teaching are the taking part in community projects, peer assessment, group

assignment, and student-student empowerment sessions.

Task 2: Analysis of the role and use of initial and diagnostic assessment in agreeing

individual learning goals with your learners

When examining documentation relating to initial assessment, one begins to understand the

purpose of formal assessment with the objective of ascertaining the suitability and relation of

learners to a given subject. The initial assessment is a way of collecting learner's knowledge

in a specific subject. This allows the tutor to make critical decision in the process of selection.

This process should take place at the beginning of qualification, and it is used to dictate

whether the learner needs other inclusions to succeed. The assessment also notifies the tutor

the amount of knowledge the learner is expecting as well as the depth of studies the learner is

willing to engage in. The task also helps tutors in identifying areas that require special

attention. Learner's strengths and weaknesses are also identified through the same process.

The strengths form the basis of acquiring knowledge and skill, while the weaknesses are

eliminated by use of extra tutoring. This process enhances equity and diversity, as each an

individual has the right to success regardless of the fact that different people have different

capacities. Initial assessment and diagnostic start with the initial application; the process

continues throughout the continual assessments until the learner completes the course of

meets the required qualification.

It is very important to identify and meet an individual learning objective. This is because it

forms the basis for motivation in understanding what is expected of them by the tutor. The

same creates a basis for creating lesson plans and schedules, tailored to specific individuals.

With the identification of learners goals, a tutor will also have an easy time in administering

knowledge to the learner; this is because the learner is already set to understand and

cooperate. Identifying and meeting learners learning objectives also creates a learner's centred

learning platform. This is because the tutor will not feed the learner with unnecessary

information. It will also form a basis for personal tutoring.

At the beginning of any new class, it is imperative that a diagnostic assessment takes place in

the first lesson. By so doing, the teacher will have the knowledge of the level of preparedness

by the learners. It will also help the teacher in identifying areas where a specific learner needs

more attention to extra guidance and support. An ideal example is where I was taking

communication skills class with my students. After the diagnostic assessment, I learnt that

almost all students did not know that library skills are a chapter in communication skills. So I

knew I would have to give the special chapter attention to pass the required knowledge to the

learners. In other cases, one can deliver one-on-one tutorials, and student with any further

difficulties can be referred to extra classes or tutorials. The initial and diagnostic assessment

also has a big role in identifying areas that can be added in preparing to lesson plans. This

ensures that there is equality in the level of understanding as there is no any single student

who is left out in any specific area of study. Specific areas can also be added to students

needing extra tutorials and support.

I was introducing the library skills class; I developed an initial assessment (course-specific),

which is related to my subject area. This was very helpful as it facilitated in planning my

sessions. In noticed that Basic Skill initial and diagnostic assessment for Citing Sources,

Referencing, and Avoiding Plagiarism were very generic for the course. This made me take a

different direction when it came to covering them in class.

It is also important for tutors to evaluate and understand learners agreeing goals: previous

achievements, skill gap, current skills and gap, weakness, and ownership of learning. This is

because they are among the fundamentals in creating the basis of feeding the learner with

new ideas and information. I use this method to identify areas which I should create emphasis

on when administering knowledge to learners. A good example is where the learner is good

content writer (he/she is good is drafting poems and short stories), I will not waste his/her

time on basics. Instead, we will dwell on making her writing broader.

My course objectives were clear and were set out in every session and students have to rate

themselves on a scale of 1-10. This is a strategy of collecting feedback from learners. Initial

assessments enhance and encourage learners into looking into their areas of weaknesses. It

forms a diagnostic tool, which aids students in meeting their learning objectives. However,

this method is not the best because it depends on learners' confidence. It is also embarking on

whether the learner is sincere. An example is where a confident student will rate him/herself

9/10 in cases where they have not grasped every learning detail. The tutor may disagree with

the self-assessment rating, thus posing a challenge in collecting feedback.

Information collected during admission of students or enrolment in new classes can be of

importance in building up a picture of the learner. An ideal example is when one is learning

course related to the family. The age of the learner, as well as family background, can help

me in tailoring the programme. This applies to a specific scenario and relevant learners. The

data collected in enrolments can also be used in making lessons plans. I can easily meet

individual learning goals easily (Turner, 2002).

Other important methods of initial and diagnostic assessment are C.V, interview, basic skill

testing, training and learning need analysis, and application forms among others. From a C.V

or interview, a tutor can write a summary of what the learner expects. This forms an accurate

judgment is making the lesson plans and schedules. A good example is where a tutor learns

that a learner is passionate about football and he has painted it all in the C.V as well the

personal interview. It will be of importance to incline his learning in that angel as he will

appreciate and be ready to grasp every detail administered to him. Learning or training needs

analysis, also forms reference point in agreeing to an individual's learning goals. An example

is a case where after learning needs analysis, it is open that the learner is passionate about

business and investments; it will be a waste of time enrolling such a student in history or

political science class.

Agreeing on goals with learners is important. This is because it builds the continual progress

of the learner. Learners objectives are goals set by the learner in a specific time frame. Once

they are met, learners get the sense of achievement, which propels them to the next level of

study. Tutors are obliged to support learners by providing guidance and support in cases of

need. By so doing, tutors will help learners in achieving their goals which is a success to the

tutor too. Tutors can also try and engage learners in different amplitude test to identify other

strengths, which can be used in making learners, achieve their ultimate goals.

Task 3: 20 Hours teaching practice

Weeks

Session per week

45 Minutes Per

Session

Scope

(20 hours in total)

Orientation

and

registrations

Orientation and registrations

1st

First

Caring out of Diagnostic Assessment in

relation to Communication and Library

Skills

Second

Open discussion on the diagnostic

assessment

First

An introduction of the topic stating the

objective and the overall goal of library

skills

Second

Discussion the purpose of this course work

First

Teaching of the various topic and concept

which involve the utilization of various

communication methods.

Second

Open discussion on Communication

Etiquettes

First

Class assignment and discussion of the

assignment in class

Second

Teaching students different referencing

methods around the globe (APA, Harvard,

MLA, Chicago, Oscola, Oxford, etc)

First

Teach learners why different formatting

methods apply in different fields of study.

Second

Teach how intext citations are done under

different formats.

First

Assessment

Second

Discussion of the assessment in class

First

Writing letters and C.V

New formats being adopted in the days.

Second

Assignment where peers write official

letters to each other, grade them and give

comments.

First

Assessment on Writing letters and C.V

Second

Discussion of the assignment

First

Group discussions on Library Skills (Give

students different open book assessments)

Second

Spending time in the library and practice on

steps followed in borrowing a book from the

library.

First

Have an open session where learners ask

questions regarding the scope of the class.

Second

Undertake a peer review assignment.

First

A continuous assessment test

Second

Discussion of the Assessment

First

Discussion of group assignment and

finalizing of the course work.

Second

Summary of the whole class

First

Open discussions where learners ask

questions on areas they never fully

understood.

Second

Final exam

Task 4: Teaching Methods and Learning Plans

Lesson Plan for English Class: Communication and Library Skills

Class: Key Stage 2 (8-11 years)

Lesson 1

Diagnostic Assessment

Teacher’s Guide

Student Feedback

Material Needed

1. Teachers

Teaching

Manual

Objective

To evaluate

learners ability

To help in planning

for subsequent

lesson

To enhance

objective teaching

{Filled after class}

Opportunities to

address

What the learner

has in mind?

What the learner is

willing to engage

in?

What the learner is

confidence in?

{Filled after class}

Other Resources

1. Teachers

Teaching

Manual

Verification

{Filled after class}

Was the class a success or not?

Assessment

Give homework

based on the lesson

Filled After

Homework

Teaching method

 Student-

centred

Summary of the

class or comment

{Filled after class}

How was the

{Filled after class}

How were the

class?

Was the objective

met?

learners?

Was the objective

met?

methods

 Groups

Discussions

Specific issues of

consideration

1. Learners Attitude

2. Learners Mood

3. Overall Mood of the class

Lesson 2

Open discussion on Communication Etiquettes

Teacher’s Guide

Student Guide

Material Needed

 Course Book

Objective

 Learning

acceptable

communication

Skills

 Learning the

mode of

communication

in different

environments

 Learning

effective

{Filled after

class}

listening skills

 Gathering

information

 phone etiquette

Opportunities to

address

How to answer and

official call?

How to respond to an

official email?

How to communicate

in an official

platform/environment?

{Filled after

class}

Other Resources

 Videos

 Presentations

Verification

{Filled after class}

Was the class a success or not?

Assessment

Give homework based

on the lesson

{Filled after

homework}

Teaching method

Participative

method

Summary

{Filled after class}

How was the class?

Was the objective

met?

{Filled after

class}

How were the

learners?

Was the

objective met?

Specific issues of

consideration

N/A

Lesson 3

Teaching students different referencing methods around the globe (APA, Harvard, MLA,

Chicago, Oscola, Oxford, etc)

Teacher’s Guide

Student Guide

Material Needed

 Course Book

 Teachers Hand

Manual

Objective

 Learn

different

referencing

formats

 Learn proper

citation skills

 Avoiding

plagiarism of

idea/content

{Filled after class}

Opportunities to

address

 How to

develop

proper

content

 How to

address

quotations

from authors

 How to

{Filled after class}

Other Resources

 Videos

 Presentations

avoid

plagiarism

Verification

{Filled after class}

Was the class a success or not?

Assessment

Give homework

based on the lesson

{Filled after

homework}

Teaching method

Participative

method

Summary

{Filled after class}

How was the class?

Was the objective

met?

{Filled after class}

How were the

learners?

Was the objective

met?

Specific issues of

consideration

N/A

Lesson 4

Writing letters and C.V

New formats being adopted in the days

Teacher’s Guide

Student Guide

Material Needed

 Course Book

 Teachers Hand

Manual

Objective

 How to write

official

letters

{Filled after class}

 How to

design C.V

Opportunities to

address

 Learning to

make formal

communicati

ons using

letters

 Learning

sells one’s

skills

through the

C.V

{Filled after class}

Other Resources

 Videos

 Presentations

Verification

{Filled after class}

Was the class a success or not?

Assessment

Write a letter and

attach your C.V

seeking employment

as the chief

librarian.

{Filled after the

assessment}

Teaching method

Participative

method

Summary

{Filled after class}

How was the class?

Was the objective

{Filled after class}

How were the

learners?

met?

Was the objective

met?

Specific issues of

consideration

N/A

Discussion of the Teaching methods among other inclusions in the lesson plan

For purposes of smooth flow of learning, proper methods of learning should be put in

place to ensure that learning is a success. Learning methods can be widely categorized

into four major groups namely: Teacher-centred methods, learner/student centred

methods, content centred methods and participative methods.

Teacher-centred methods

In this method, the instructor casts him/herself as the subject matter. The instructor here

becomes the centre of attraction; the learners assume the role of sheer spectators, all the

participation comes directly from the teacher as the students' role is to pay keen attention

to the knowledge that the teacher has to impact on them. The instructor here is presumed

as the sole source of knowledge. Such methods are also called close ended methods due

to their one-dimensional nature; a good example is the lecture method.

Student-centred methods

As opposed to the teacher-centred, a student centred method is two dimensions as

knowledge input comes both from the tutor and learners themselves. Here, the teacher

acts both as the tutor and the learner at the same time He/she acts as a source of

reference rather than the authoritarian, the tutor is open to questions, criticism from

students, the teacher is ready to receive point of correction and is open to new

knowledge that can be raised by the learners. A good example of such methods is the

discussion groups (Stronge, 2007).

Content-centred methods

In this method, the most important aspect of learning becomes the content to be studied.

It takes a good example in the shape of notes that have been prepared by the teacher and

made into Microsoft PowerPoint slides, the learners, and the teachers submit to the

contents to be discussed, they are supposed to follow it to the latter and are not allowed

to alter the contents or to criticize the content as that may lead to change in meaning.

Participative method

This method somewhat borrows from the previous three methods of learning discussed

above; it integrates; teacher-oriented, student-oriented and participative approaches, it

tends to try and merge the mentioned methods, as it seeks to strike an equilibrium of the

best possible method to ensure proper learning.

Objectives of the session

During my teaching practice time in London, I had an English grade three class in the

afternoon; I took them through the nouns, adjectives, verbs, and conjunctions. My

objectives were:

 For the students to understand the meaning of Nouns, their types, and

applications.

 For the students to understand the meaning of adjectives, conjunctions,

and adverbs.

Topics Covered

 The topics that I covered together with my students included:

 Introduction to nouns, verbs, and adjectives.

 The various types of nouns, types of adjectives and types of nouns.

 The various descriptions of conjunctions, their classifications and their application

in spoken word and the usage.

 The role that the English language plays in the society when well used.

Teaching Methods and Learning Activities

I employed various teaching methods to ensure that students got most of the concepts

right. I employed Lecture method and discussion methods.

Lecture Method

I used lecture method to give the students a brief introduction of the various

terminologies, describing the meaning of nouns, verbs, adjectives, conjunctions, adverbs

and their various classifications (Dunn, 2011). As I was doing the talking, the

explanations, reading aloud the meaning of various terminologies associated with the

various parts of speech, the students were paying keen attention to the distinct meanings

of the terms nouns, adverbs, adjectives, etc. and quietly taking down key notes. Due to

my experience in lecturing, I ensured that my lecture was short, precise and enjoyable. I

made it short in that I ensured that it took only 30 minutes, I was up to a point, and I gave

a brief explanation and made sure that my lecture started from known to unknown.

Discussion method

After an introduction of the topic matter to my students, I organised them into various

discussion groups, each group I served with a flowchart that contained detailed well

dawned and labelled chats of the various parts of speech, categorizing them into their

meanings, classification (types) and example in a well-constructed sentence. In their

discussion groups, they keenly studied the chats, and raised questions where necessary

and inputted knowledge where necessary.

PowerPoint Presentation

After their discussions in their various groups, I instructed them to re-assemble in the

class to further put emphasis on nouns (names of places, people, etc.), verbs (doing

words), conjunctions (connecting words) using the 10 page PowerPoint slides that I had

prepared to on the parts of speech, at this point. We developed content-oriented learning

such that both the students and I paid great attention to the slides that I projected on the

wall using a projector.

Opportunities Brought Forward

I brought to the attention of the students the relevance of this lesson into the day-to-day

aspects of life as the various parts of speech form a very fundamental part of English

language. Thus smoothing communication between two sets of individuals or groups, it is

essential for students to understand in their deep meanings, the individual parts of speech,

to be able to differentiate one from another, to be able to learn the various types of nouns

such as names of people, places, etc. To understand that verbs are doing words, the

learners were able to appreciate these parts of speech and were able to construct the well-

structured sentences.

Resources used during the lesson

A lot of resources I with the help of the student body and the school had to avail to ensure

that the lesson is a success (Committee on Undergraduate Teaching, 1967). First, we had

to ensure of power back up in case of a blackout by buying fuel that was to be used in the

school generator to enable the projection of prepared slide notes using projector onto the

wall for presentation. Pieces of chalk, rubber, textbooks and well-labelled chats were also

available. I also availed academic videos which helped foster the lesson.

Assessment

After finishing my lesson, I assessed students to gauge their understanding of the lesson

of the day; I did this by asking oral questions that surrounded all aspects learnt, I asked

them to define the various parts of speech, classify them and construct grammatically

correct sentences which my students did seamlessly.

Feedback

I, therefore, had no other business for the day but to commend them for the work well

done and call it a day.

Task 5: Self Evaluation

Lesson planning verses Learners needs

For proper learning to take place, a proper lesson planning must be put in place to meet

learner's needs; various researchers discovered various learning methods that today help

inform our planning. The various methods put down include bloom's taxonomy and Kolb's

learning styles. When lesson planning is designed for two different students with different

levels of understanding, different approaches that suite their understanding need to be laid out

to enhance proper learning.

Blooms Taxonomy

Bloom categorised learning to include: acquiring of knowledge (cognitive), gaining of skills

(psychomotor) and lastly developing attitude (effectiveness). In simple terms, after the lesson

has ended, the tutor should ensure that learners have acquired knowledge, skills, and the

attitude. To ensure that this has happened successfully, the tutor should be able to among

others, ensure that the learner is creative, i.e. the learner can develop a new idea from the

knowledge acquired in class, to evaluate the knowledge acquired. This can be looked into by

asking questions like criticize between two contradicting factors,; analysis skills can be tested

via asking questions such as compare, distinguish, etc., other skills that can be tested include,

application of knowledge learnt, etc.

Kolb’s learning styles

Kolb diverged into four distinct stages which he further categorised into different styles.

These include the following stages of learning; concrete experience, observation,

conceptualization and finally experimentation, these stages can further be looked at different

styles including, diverging (feeling the concept taught), assimilating the concept (watching

and thinking about the knowledge acquired), converging and accommodating the knowledge

acquired.

Merging the Lesson plan with Learners needs

On a broad perspective, the tutor needs to plan his/her lesson in such a way that the learner

can get the most of the knowledge, skills, and acquire the right attitude. Different learners at

different levels of understanding may require different types of lesson planning to suit their

diverging needs. In one of my teaching practice assignments, I encountered four sets of

students:-

The Diverging Group

This was grade, six east class; the class was made up of individuals who love to watch rather

than do, they are emotional, a little bit lazy and are emotional. After studying an asserting this

personality that they possess, I concentrated my teaching on the use of academic videos,

presentation chats and did little of talking and dictation.

Assimilating Group

This happened to be my grade two group; the group of students who are not into watching but

pay too much attention to details, they can take in detailed explanations and can master a

great deal of knowledge at a concise time, they are the geniuses of the school. My lesson plan

included the use of dictation, discussion sessions, and an hour of open and closed questioning

sessions.

Accommodating Group

These are the practical learners; they get turned off by too much dictation, detailed

explanations, but are much active when the knowledge learnt in class is put into practice.

They love the practical aspect of learning; this happened to be my favourite class, grade four

west classes, in my lesson plan, I ensured that field trips were a must.

Converging group

This is the doing and thinking group; these are the people that will be very keen in class,

grasp all the possible knowledge they can, be active, involve the teacher in their learning, ask

and answer many questions and are able to apply the knowledge acquired in class to their day

to day life to be in a position to solve various issues. This was common among my grade five

was class in the famous high way prestigious school, to suit their thirsts, I ensured that I

carried various local dailies to class such as the daily posts to make learning more relevant.

Task 6: Assessment Types

Assessment refers to an examination carried out by an instructor to a learner with an intention

of making a correct judgement in relation with the learner’s capability and capacities. There

are different assessments; tutors engage learners in a specific assessment based on the

purpose of judgement.

Type of assessment

definition

Formative Approach

This is a form of assessment which does not

contribute to the final grade of a student in

school. However, this assessment plays an

integral part of the student performance

since its guide teaches by use of feedback.

The form of assessment is used to assess the

strengths, weakness, and competences

before instruction. To this end, the report

guides the teacher on how to capitalise on

the strengths of the student (Webb, 2006).

Also, the teacher can work on the weakness

of the student also. This method of

assessment help teacher to capitalise on the

weakness and strengths of the teacher.

Summative assessment

This form of assessment is included in the

final grade at the end of the module. It

measures the success of a student to

following instructions. Also, it also helps

the teacher to gauge the progress of their

students. The assessment is also essential

for adoption and integration of new

methods. Formative assessment is very

applicable especially in the early stage if

inclusive teaching (Spencer, 2011).

Evaluative assessment

This is a form of assessment targeting

overarching performances within a

department, schools, of institution. Among

other objectives of this type of assessment is

to support accountability and management

of different tasks and operations within a

learning institution.

Diagnostic assessment

This form of assessment seems a bit

different, especially when compared to

formative assessment. It tends to take a

backward approach since it accesses the

students already know even before the

learning has started. The methods have the

ability to identify the difficulties which the

student might face; this helps the teacher to

work on areas of the student which might

impend child learning (Webb, 2006).

Dynamic assessment

This form of assessment is used to

determine what a student can achieve if a

teacher introduces a concept or an idea

which is from a different field. It helps to

gauge the general learning/knowledge of a

student specifically those from a

disadvantaged background. This form of

assessment is used to advance the various

teaching practices.

This form of assessment tends to compare

the performance of student based on

previous student standard or against a

previous assessment (Dunn, 2011). These

help teachers to gauge the progress of a

student. Besides, it all help teachers to

correlate, as well as integrating

motivational efforts which are aimed at

bettering students' performance.

Criterion-referenced assessment

This form of assessment gauges the student

performance based on a set standard. The

teachers or the school set a certain level of

standards. There are later used to measure

each student performance against the set's

standard. For example, an English teacher

might have grade A as the standard gauge.

This means that performance of each

student will be assessed based on the

standard grade set.

Norm-referenced assessment

This assesses the student performance by

comparing with the national performance.

Besides, in some instances, a specific group

is used to compare the student performance.

Synoptic assessment

This assessment encourages the student to

merge different parts of learning and also to

showcase their gathered knowledge and

interpretation of the different concepts

(Dunn, 2011). This type of assessment

enables students to test their capacity to

integrate and apply knowledge and concepts

Assessing the effectiveness of assessment criteria

Open Class Forum

Diagnostic assessment is one of the major measures used to skill in students. The form of

assessment is used to test the ability of student before learning. A teacher can utilize this

form of assessment by developing questions. To effectively use the method, the teacher

should provide general questions to students. The questions need to familiar for all the

groups. The question should be more of general knowledge with other may be involving

critical thinking. Such questions are quite imperative; since they are aimed at getting to know

learned in school.

Interim/ Benchmark assessment

This is a form of assessment which

measures the student performance

periodically (Moss, 2011). The data

collected in the different interval can be

used to predict the future performance of

such student. This form of assessment

largely depends on the knowledge of

statistics which are used to predict.

Integrated assessment

This form of integration aim at expanding

the knowledge alongside academic

development. In this form of assessment,

teacher integrates aspects of work to have

the student to develop such skills.

the strength of the student as well as the weakness. The teacher should then take the different

responses given by the various students (In Pokorny, 2016). The response should guide what

should be discussed in the next class. The topic of the next lesson should be based on the

different responses and outcome given by student regarding the question. Depending on the

type of answers given by the student, the teacher will be in a position to identify areas of

weakness as well as strengths of the various students. As an English teacher, it would be

essential to come up with situational analysis questions (Lieberman, 2007). This type of

questions is critical since they can capture the abilities of different students. This assessment

method is quite imperative since it enhances the student performance; teachers can capitalize

on the strengths of the students. Besides, the teacher can solve the shortcoming of the

different students. The method has proved to be quite reliable since it gives vital information

on students.

Class test/Exams

A test is one of the major way used to assess the performance of the student in various aspect

of aspects. In such instance, the teacher can use criterion-referenced assessment to measure

the ability of students to understand the content taught by the teacher in class. This form of

assessment, the teacher set a set of standard grade which he/she set to test the ability of the

student. For example, a teacher can set a grade of A as the standard grade in a certain exam.

The assessment is made by comparing student's grade with that set by the teacher. Such

assessment helps the teacher to gauge the effectiveness of his/her teaching methods. Also, it

also aids the teacher to monitor the progress of students.

Group discussion

This one of the method used by teachers to assess the effectiveness of their teaching methods

and approaches; teachers can use summative assessment to access the ability of students to

follow instructions. A teacher can set instructions which will be followed by group

discussion. At the end of the session, the tutors can use the summative approach method to

assess the ability of students to follow instructions. This technique helps the teacher to build

confidence in students especially those with low self-esteem. This method has been

instrumental in the improvement of the overall performance of students.

Task 7: Communication Theories and Methods

Communication theories

Communication refers to the process of exchanging views, ideas between sets of people, in

day-to-day activities, communication runs the day. In teaching and learning, proper

communication is of the essence to enable smooth, relentless and better learning. Different

theories of communication have been formulated by different scholars from different spheres

of the world to try and understand the process of exchanging ideas. They include Piagent,

Bernstein, and Vygotsky, etc. These three theories will enable us to understand the various

methods used today to relay information between the various communicators with their

various audiences but in a more restricted manner, the instructor and the targeted learners.

Piagent’s Theory

Swiss Psychologist called Jean Piagent formulated this theory. Piagent believes in the gradual

knowledge understanding and development of humans. He believes that as someone grows

from childhood into adulthood so is the understanding, so that an adult has a better

conceptualization of facts and ideas as opposed to the young ones who have little

understanding. This theory believes in the biological maturation of beings, and also humans

grow up, they interact more with their cognitive environment hence become more mature. An

Example is when a young one is taken to school, at the age of say six, already the child has

learned from the parents, from their environment, and from their biological orientation,

changes, and experience. When the child gets into the classroom, he/she will be introduced to

new education tool to learn. The child is likely to find the contents rather strange and

unfamiliar; these materials may well to some extents contradict the knowledge the child

acquired through his environment. A problem hence crops in, but the intellectual maturity of

the child owing to the little advance in age, parental upbringing and environmental

orientation will enable the child to integrate the two schools of knowledge and make the

various adjustments where necessary. Direct application of Pigents theory is the child-centred

classroom learning. Piagents theory was received by a lot of excitement and a lot of research

put to it, but the limitation it has is that it concentrates on sharp rather than continuous

knowledge growth within human beings.

Bernstein Theory

British sociologist Basil Bernstein formulated this theory of communication in 1971. He

diverged in language coding since language is the tool used in communication, except in

instances of sign (language) communication; his theory is very meaningful in today's

communication and hence learning. Beinstein categorised language coding into two broad

categories; Restricted and Elaborate language coding.

Language code refers to the set of organizing principles that determine the language used by

a certain group of people in the society (Stephen, 2002).

The restricted language code is used by insiders who share an assumption and an

understanding of a certain topic. This coding is very economical with words as their words

are rich in meaning and vocabulary, people in the high class mostly use it, it is also used by

members of a family, a certain group, profession as it creates a sense of belonging. It can be

used by a set of people to keep their line of communication confidential from others deemed

not to be in the same family or group. This coding can mostly be applied between tutors,'

example when discussing the progress of children as teachers are in the same class of thought

and intelligence hence can be economical with their wording, but Restricted language coding

is not ideal for teacher-learners interaction since it can result in language barrier which can

result in learning paralysis.

The elaborate language code is more explicit, more thorough, has most explanations as it

does not assume that the perceived audience has an understanding of certain issues. This is

the code used by a manager relaying information to his/her audience; it's the most ideal to

classroom learning as the teacher must be as elaborate as possible to ensure that the learners

understand the various concepts of learning. Its use tries to a greater extent to eliminate

language barrier that can be brought about by restricted code hence making the learning

experience smooth.

Vygotsky Theory

This theory was put forward by Lev Vygotsky in 1974; his theory came forward to contradict,

improve and bring more meaning Piagent theory, which was formulated three years earlier in

1971. In contrast to Piagents theory which argued that the uptake of cognitive knowledge by

learners improves by age, so that as a child grows, so is their understanding. Therefore, older

people is brighter than the young people.

Piagents theory is at times not binding as two sets of people of the same age may have

different intelligent levels. Vygotsky argued that the uptake of knowledge by learners from

their respective teachers may well be influenced largely by the socio-cultural makeup of an

individual's background. In simple language is such a scenario: A learner who comes from a

background where the parents are mostly into domestic violence, and the other learner that

comes from a family which is peaceful devoid of domestic violence. These two may have

different understandings since the one from a peaceful family may have a clear undisturbed

mind as opposed to the one from the violent family as he/she will be mentally disturbed by

issues back home which will be pre-occupying his/her mind. This minimises their

concentration levels hence a situation arise from a different understanding between two

individuals of the same age.

Vygotsky further argued that cognitive development varies between different cultural

backgrounds as opposed to Piagents theory which assumes that cognitive development is

universal across all cultures as Piagent only took to consideration to a large extent the sharp

age development. Vygotsky further asserts that adults are a very important source of

cognitive development as they pass the information down to the young beings. A scenario

hence arises between two children, say an orphan and the other having parents, the one

having parents is likely to be more knowledgeable as opposed to the orphaned one due to the

knowledge passed on from the live parents.

But both Vygotsky and Piagent both agree that children are born with the various tool of

intelligence, so as they grow up and interact with their environment, the tools of intelligence

eventually develop into sophisticated and effective processes.

Communication of Methods

Various methods of communication exist; they include verbal communication, the use of

media and the use of modern Information communication technologies.

Verbal communication

Refers to relaying information by word of mouth, this can be done in various ways such as

via dictation, tutor talk, presentation, discussion, open and close questioning. An ideal

example is where the tutor engages a leaner in discussion with the purpose of passing

knowledge. In my teaching, I have exhausted these avenues to my success and that of the

learners. Dictation involves reading out aloud notes without writing them down on the

chalkboard as students take them down, this is after have expounded the various learning

objectives, and to a greater extent, the students have thoroughly understood the various

concepts. Presentations can take different forms and mostly use chats, which are well drawn

and labelled to explain certain concepts. I also at times organise my students to various

groups to discuss covered topics too much success for both parties. After completing my

lessons, do open a door for the question answering session.

Verbal communication has numerous benefits as it provides first-hand information to the

student. I ensure that I maintain close eye contact with my students to enable effective

learning. I also ensure that my code of language is elaborate to eliminate any chances of

language barriers, presentation using well-labelled chats help create a lasting impression on

the learner's mind hence they can recall the various diagrams during exam time. Group

discussion help the children raise concerns not talked in class as they can do their detailed

research and if they encounter any obstacles, they can inform me so that I iron out matters

arising. The open and close questioning session after class enables the learners to raise points

not taken in during the class session hence enhancing their understanding.

Verbal communication has few limitations; as it is limited to learners who can hear, dictating

notes can at times be slow as some students have spelling challenges, so I take a lot of time to

spell different words slowly. Some students are short-sighted hence strain to perceive chats.

Some students I have encountered also are shy to ask or answer questions. But all in all,

verbal communication is an essential and very crucial method.

Media

Involve the use of written materials, use of images to explain the impact of learning, the

impact of topics, etc. I use various newspapers, posters to try to bring into the practicality of

the topic learnt. The day I was teaching English, and there was a passage about racism, white

supremacy, and discrimination, to bring the children into the practicality of this passage. I

brought to the classroom a daily mail publication that dated back to 2009, an article was

written by columnist George Moss, where he did an article that explained in details how

American Citizens had triumphed over racism, discrimination and black supremacy by

electing a black American in the shape of Barrack Obama to lead them. It made the class

lively as it removed boredom in the classroom. The learners were able to appreciate the

relevance of the passage as they were able to trace it back to real issues. I have not

encountered major disadvantages using this method. Other examples of media

communication are journals, news papers and news articles.

ICT

This is an acronym for Information Communication Technology; involve the use of computer

power point applications during presentations, and the use of audio and visual methods, audio

include academic radios which are tailor-made with the school syllabus, visual methods

include the use of projectors during presentations (Moss, 2012).

In my teaching, I have used all of these methods of modern technology. I mostly use

PowerPoint to explain various content as it reduces the traditional chalkboard, dictation

methods. The use of audiovisual sources such as educational television leaves a lasting image

in the learner's mind and makes the class lively. The few disadvantages that these methods

have to include; the use of computers, laptops rely heavily on electric supply and are mostly

interrupted when power supply gets disconnected. PowerPoint becomes impossible to use in

places with no electric supply. Audiovisual methods are also difficult to employ when dealing

with special needs students who can't see nor hear. Those with sight problems may also be

affected. An ideal example is where I design PowerPoint presentations with the purpose

introducing new areas of studies to learners.

Task 8: Analysing the effectiveness of teaching and approaches to the individual needs

of learners

The process of teaching learners is quite fulfilling especially if the tutor has mastered

the content of the subjects at hand. Besides, proper planning and using the right approach on

the various topics has proved to be quite beneficial if not imperative. To this end, my

approach that I have used has delivered the anticipated results. As a tutor, I first provide the

content that I have regarding different topics. Later, I give my learner an opportunity to have

an inclusive discussion. The approach has been quite useful since the students have a chance

of expressing their view regarding the topic at hand. Besides, the class has a different cluster

of students who have always fascinated me with the way they reason. This gives each learner

an opportunity to think from a different perspective. Eventually, at the end such inclusive

discussion, I access the understanding of my students based on the fact level of participation

during the inclusive teachings

Inclusive discussions have also helped a majority of my learners to build the self-

confidence. Most of the students lack the courage to speak especially in front of their peers.

However, when we use the approach, they can gain confidence. Self-esteem has translated to

a better understanding of the content as well as, it has enabled most learners to improve their

overall performance. Inclusive learning and teaching have been effective in the delivering of

content; it has also increased the confidence of learners as well develop the ability to perceive

and analysis of different instances. However, if the learner fails to grasp the content of the

topic, they are not able to participate in the discussion full.

A review of the effectiveness of own practice in planning, delivering and assessing

As a teacher it is quite imperative to assess the deliverability of work. As a teacher, I

have managed to keep a soundtrack of my time. This has manifested itself since I have

managed to achieve the set goal within the set framework of time. Besides, I have also

ensured that the student has grasped the content as much as possible. As a teacher, apart from

passion, student performance is what most the teacher get their motivation. As a teacher to

endure that I enjoy delivering content to my kid, I always target to have a good performance.

My method of approach has been effective such that most teachers always seek advice from

me. They admire the level of success I have managed to maintain in this endeavour of

enlightening the students.

As a teacher, I have strong areas as well as weakness. One my strength as a teacher is

that I possess good management skills; this has helped me to achieve most the objective set in

every semester. Besides, I can create a good rapport with my student; this has enabled most

of the student to approach in areas they feel they are not conversant. I have also managed to

provide practical examples to my student especially in the area that such materials are

available. However, as a teacher, I cannot work under pressure as well as I get disoriented

when I record a dismal performance.

Areas of improvement

` Learning is a process that keeps on changing; this means as a teacher we kept

integrating new methods and approaches which are aimed at ensuring that our students get

the best. Such initiative befits the teacher and student. For example, improvement in methods

of delivery helps students to understand the content with less time. Sharing of plan models

among teacher will fellow teacher is one of the ways a teacher can embrace to improve the

methods. Mentor support can also be imperative especially in areas where a teacher feel is not

comfortable. The method, however, need to have the right approach to delivered the

anticipated need

Team teaching is another area which teacher can target to improve the delivery of

content since teacher will be able to review their methods of delivery as well as incorporating

comments from their peers. Besides, the experience is the best teacher. Hence team teaching

with the presence of an experienced teacher will also help to polish up in areas where a

teacher feels he/she is not comfortable. Experienced teacher act as a mentor since they have

taught for quite some time which has helped them to have a better understanding of most

concepts used in teaching. Besides, organizing of inclusive learning between students of the

various classes can also be beneficial. This will help teachers to identify areas of weakness.

To this end, this will help teachers in coming with multiple approaches which are crafted as

result of the various observations.

Assessing is quite imperative since it helps teachers to determine whether their

student has grasped the content taught in class. Conducting of training where a teacher is

taught on some of the changes that have been implemented as far the curriculum is

concerned. Also, organizing an award ceremony will motivate teachers to work on achieving

the desired goals.

Conclusion

Learning is a process which involves a series of steps; each step is imperative since it meant

to achieve specific objectives. To this end, as a teacher, I have a noble role in ensuring that

students get the best out their learning. Using various approaches and strategies allow a

teacher to assess the strengths and weakness of the students. Different methods yield different

results; as a teacher, I always aim to use the best approaches depending on the performance

of the student. Assessment of students has proved to be imperative in determining the

progress of the student. Besides, the teaching method and models adopted by the teacher has

significantly affected the performance of the student as well as the application of the various

concepts. To this end, as a teacher, I have been able to pass knowledge; this knowledge is for

future in the different areas in life.

References

Anastas, J. W. (2010). Teaching in social work: An educators' guide to theory and

practice. New York: Columbia University Press.

Committee on Undergraduate Teaching., & Edward W. Hazen Foundation. (1967). The

importance of teaching: A memorandum to the new college teacher; report to the

Committee on Undergraduate Teaching, C. Easton Rothwell, chairman. New

Haven, Conn.: The Hazen Foundation.

Dunn, D. (2011). How to be an Outstanding Primary School Teacher. London: Continuum

International Pub. Group.

Great Britain. (2010). The importance of teaching. London: Stationery Office.

In Pokorny, H., & In Warren, D. (2016). Enhancing teaching practice in higher education.

Lieberman, L. J., & AAPAR (Association). (2007). Paraeducators in physical education:

A training guide to roles and responsibilities. Champaign, IL: Human Kinetics.

Moss, M. H. (2012). Education and its discontents: Teaching, the humanities, and the

importance of a liberal education in the age of mass information. Lanham, Md:

Lexington Books.

Spencer, P. (2011). Surviving your teaching practice.

Stronge, J. H. (2007). Qualities of effective teachers. Alexandria, Va: Association for

Supervision and Curriculum Development.

Turner, C. (2012). Taking responsibility for learning and teaching: From principles to

practice. New York, NY: Continuum.

Webb, R. (2006). Changing teaching and learning in the primary school. Maidenhead:

Open University Press.

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