Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Effective teaching practices for teaching the whole child

No description
by

Katherine Elenitsas

on 29 September 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Effective teaching practices for teaching the whole child




Effective teaching practices for teaching the whole child
Classroom resources
Presentation overview
What today's presentation will cover
blocks
diagrams
Charts
Games/puzzles
ICT
Books
Guest speakers
Interactive whiteboards
popular culture: Henderson (2012) explains, popular culture can motivate students and enables them to engage in new forms of text they take pleasure in


Group work: This can relate to the theory of social constructivism, where children learn through interaction with others (Bobis, Mulligan, & Lowrie, 2004)
Cognitive learning: students have an active role in their learning- e.g problem solving
Purpose
Learning objectives: What will you learn
The reason for this presentation is to give beginning teachers an understanding of effective teaching practices so they can:

teach their students in an effective way
become actively involved in their students learning
Are able to better engage and challenge their students
maximize their students learning potential
Become aware of how their students can and are affected
Be Introduced to resources, activities and theory useful in primary teaching


After this session you as teachers should be able to:

identify the aspects of effective pedagogical practice
be able to define pedagogical practice
be able to see the link between theory and practice
be aware of activities and resources that can assist students
be aware of effective strategies that can be used to assist student learning and enhance well being



What is effective pedagogical practice?
Katherine's outline

Defining pedagogical practice
Purpose
learning objectives
student well-being and pastoral care
environment and effective practice
classroom resources
activities you might try
conclusion
references
-The art and science of teaching children
- Effective teaching key to improving student learning
Student well-being and pastoral care
defined as a state of positive psychological functioning that allows students to thrive, flourish and learn
well-being refers to students physical, social and emotional development (SWAP, 2006).
teachers play a role in fostering engagement and well-being so each student achieves their best
pastoral care: feelings, social, emotional well-being (Calvert, 2009).
Caring and enthusiastic
children learn best if they relate to their teachers
caring teachers are liked by students
teaching is about building relationships
teacher enthusiasism affects student learning

Tips for teachers:
vary speaking voice
Body language
Facial expressions
Encouragement (Parson, 2001)
Bullying
can affect all areas of development

Need to minimize bullying, harassment and violence
set class rules
Make them clear and visible
Explain your rationale
If you over hear insults in your classroom remind students that
“personal attacks are not allowed here”

have a bullying program in place
Zero tolerance policy

(Major, 2008; Padgett & Notar, 2013)

Teachers need to model genuine interest in what they are teaching
your beliefs are communicated via modelling (Bandura, 1969)
Modelling interest
Encouraging and supportive
feedback and praise

General feedback- "good work"
Specific feedback
Rewards system to praise students
Smile when you walk into a room - results in positive feelings about school and learning (Eggen & Kauchak, 2013).
Absenteeism
Analysing student Absenteeism
is there a reason for their absence? talk to them and their parents
link to how they feel about school
Maslow's
Which relate to your students?
Effective practive and the Environment
Attention and Motivation
Meaningful learning and personalisation
Involvement
Order and safety
Success and challenge
Teacher characteristics and teacher efficacy
Expectations
Value each student
Interactive whiteboards
Relatively new technology introduced into education
large touch sensitive boards that allow teachers and students to view, manipulate & create
encourage collaboration as they create a shared learning environment good for the whole class or small groups
(Bennett and Lockyer, 2008)

can be time consuming so use effectively!
How do I decide?
When choosing which materials to use consider:

How well it suits the target audience and target knowledge
how engaging your students will find the material
whether YOU understand what you are using
(Siemon et al., 2011)
References
Bandura, A. (1969). Social learning of moral judgments. Journal of Personality and Social
Psychology, 11, 3.
Bennett, S., & Lockyer, L. (2008). A study of teachers’ integration of interactive whiteboards into four Australian primary school classrooms. Learning, Media and Technology, 33, 289-300.
Bobis, J., Mulligan, J., & Lowrie, T. (2004). Mathematics for children: Challenging children to think mathematically (3rd ed.). Australia: Pearson Education.
Bray, B., & McClaskey, K. (2013). A step by step guide to personalised learning. Learning and Leading with Technology, 40, 12-19.
Calvert, M. (2009). From pastoral care to care: Meanings and practices. Pastoral Care in Education, 27, 267-277.
Datta, Y. (2010). Maslow’s hierarchy of basic needs: An ecological view. Oxford Journal, 9, 39-57.
Eggen, P. & Kauchak, D. (2013). In Educational Psychology: Windows on Classrooms (9th ed). Boston: Pearson Education.
Eggen, P. & Kauchak, D. (2001). Educational Psychology: Windows on Classrooms. Merrill- Prentice-Hall.
Greenglass, R. E., Fiksenbaum, L. (2009).Positive coping, positive affect and well-being. European Psychologist, 14, 29-39.
Major, M.R. (2008). The Teacher’s Survival Guide. Lanham, The Rowman & Littlefield Publishing Group.
Moran, T. M., & Hoy, W. A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
Parson, M. Enthusiasm and Feedback: A Winning Combination! (n.d.). Retrieved from: www.pecentral.org/climate/monic
Padgett, S., & Notar, E. C. (2013). Anti-bullying programs for middle/ high schools. National Social Science Journal, 40, 88-93.
Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: foundation to middle years. Australia: Oxford.
Student well-being. (2006). SWAP. Retrieved 31 August from http://web.education.unimelb.edu.au/swap/resources/publications/downloads/sw_rese arch_document_1.pdf
Strobel, K., & Borsato, G. (2012). Caring and motivating middle school classrooms. Center for Youth and Their Communities, 7.
Swinke, T. (2012). A unique, culture-aware, personalised learning environment. International Journal of Emerging Technologies in Learning, 2, 31-36.
Teacher Efficiacy: Capturing an Elusive Construct. Retrieved August 12, 2012, from: http://wps.ablongman.com/wps/media/objects/2347/2404137/Megan_Anita.pdf

Effective teaching practices are important for all early and primary educators
All teachers should focus on personal well-being, effective practice, the environment and classroom resources as these can all have an affect on a students emotional, physical and social development and well-being
children are motivated by caring and supportive teachers
encouraged and engaged by welcoming environments
and can acheive with valuable resources
Full transcript