Describe The Relationship Between A Student And Teacher

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The three interviewee’s have a range of different backgrounds. Interviewee 1 was born in Australia, both parents are university educated, she grew up with three other siblings. Interviewee 1 worked full time whilst studying full time to achieve a Law degree. Interviewee 2, also born in Australia, she is a twin and the eldest of five children. She has completed Tafe courses in Nursing and Children’s Services, was married at the age of 21 and has an 8 year old son who attends public school. Interviewee 3 was born in Malta, speaks fluent Maltese, Italian, French and English, he is one of 7 children, moved to Australia at the age of 17 and went straight into the work force. He has 2 adult children and 2 grandchildren born in Australia.

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Interviewee 3 explains that students spend more time with their teachers than their parents and this is why teachers should set a good standard, develop trust and friendship.

The interviewee’s state home experiences should be included in the classroom as it is an essential part of learning for educators to identify and implement the best strategies for each student. Interviewee 1 states educators need an understanding of each student’s cultural heritage and encourage students to be aware of different cultures. This will make students feel a sense of belonging to the learning environment.

The interviewees believe curriculum should not be enacted the same as not all students learn at the same pace, some have special needs, behavioural problems and speak English as a second language. There is no one size fits all approach to curriculum as students backgrounds and learning styles would impact the way they view the
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Since completing the set readings from week 1 to 3 and interviewing 3 people, I have learnt that the curriculum framework is actually a guide that teachers use to develop and add to in order to teach their class. I have learnt everyone interprets the curriculum differently and this is why no two teachers have the same teaching practices. I learnt the curriculum framework can be broken up into 5 pieces, the enacted curriculum, the intended curriculum, the null curriculum, the hidden curriculum and the lived curriculum (Blaise and Nuttall, 2011, p.82) and there are many learning experiences that can fit into each of these pieces. I also have realised there are multiple stakeholders involved in making curriculum decisions such as governing bodies, communities, schools, parents and the student. I was always under the impression the governing bodies and schools enacted the

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