What is the most challenging aspect of these scaffolding and learning strategies for students including Neal is the need for overcoming resistance to change. The fear of the uncertain and the need for finding a greater level of ownership in the learning process must transcend just the child and also include the parent is the scaffolding strategies are to be effective (Dawson, Williams, 2008). Studies conclusively show that there is a definite need to ensure a high level of parent involvement in the assimilation process, and that it must become a family-based objective over one that is merely enforced by the Australian school system. Ensuring that there is a high level of parental involvement ensures scaffolding strategies will succeed. The second lesson plan defined includes having a multi-cultural day in class so that students from different nationalities can have their parents in to speak about the specific nature of their own cultures, how their cultures are comparable to the Australian culture, and what is unique and interesting about their culture. This is a strategy for teaching ESL students that is endorsed as a means for increasing assimilation while at the same time increasing learning by having the parents make allegorical references between each culture (Vance, Fitzpatrick, 2007). In the case of Neal, his father, studying veterinary science, could discuss how he chose this as a profession and how daily like in their Maori village is heavily dependent on livestock for their livelihood for example. This would be an excellent learning experience for the other students who may have been raised in urban or suburban areas. To them,...
This could also assist in easing the ethnocentrism both Neal may feel and sense and his classmates as well. The development of teaching strategies specifically aimed at breaking down these barriers with the parents' assistance also gives the parents themselves ownership in seeing their students improve and become more conversant in English. Being able to assist student and their parents internalize learning objectives is crucial if scaffolding (Wallace, 1994) strategies are to be effective in breaking down barriers to learning (Dawson, Williams, 2008). The classroom context must also change after the visits from parents of other cultures, as having continual reminders of the diversity represented in the classroom is crucial for Neal and his fellow students learning English to be successful in accomplishing their learning objectives. For the entire series of strategies to work, scaffolding must be continually relied on to give Neal and students like him and opportunity to see progression in their English language skills and gain a sense of mastery over them.
Classrooms for Army Noncommissioned Officer Academy Students Educational Environment for Amy Noncommissioned Officer Academy Students Education is important in any environment. The same goes for military training. Noncommissioned Officer Academy Students must experience a well balanced blend between military field training and academic proficiency in order to succeed in their military careers and in life outside of the Army as well. The learning environment in such contexts holds true to the strict
According to Bales, 1999, the concept behind SYMLOG is that "every act of behavior takes place in a larger context, that it is a part of an interactive field of influences." Further, "the approach assumes that one needs to understand the larger context -- person, interpersonal, group, and external situation -- in order to understand the patterns of behavior and to influence them successfully." With SYMLOG, measurement procedures are
Classroom Management, and Organization Plan for a Pre-K Trainable Mentally Handicapped (TMH) class with students ages 3-5. The plan reflects one's leadership and management style in order to develop a comprehensive plan for effective classroom management and discipline. The assignment addresses areas like content, conduct, and covenant management, establishment, and teaching of classroom procedures, development and teaching of classroom rules and consequences, prevention of problems, establishment of positive relationships,
She is having a problem with a student, Cary Kirby, who arrives each day without any of the required reading materials. Mrs. Cansler feels like she is in a Catch-22 situation. If she sends Cary back to his locker, she wastes class time; if she does not, Cary cannot do his work. Analysis -- Assertive discipline is a behavioral approach to home and classroom management that involves a high level
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
..control the environment by implementing a logical system (the teacher's, of course) of conditioning." (Tauber, 1999, p. 19) in this context the teacher is seen as an "interventionist" in that he or she has to control and dictate the learning and behavioral environment. "By accepting a position as a teacher, a person has not only the right but an 'obligation' to modify student behavior" (Axelrod, 1977, p. 158). In essence
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