Reflection and Review
(1702 - Child and Adolescent Development)
As an initiative of the director general’s ‘classroom first strategy’ the department of Education and Training (2009) defines ‘effective teaching’ as having the ability to strive to motivate and engage all students in learning, having high expectations of all students and themselves, personalising the learning for each individual student, being able to understand that students learn best when their culture, background and abilities are acknowledged by the teaching style, helping students learn by themselves as well as with others, having an extensive and comprehensive knowledge of their syllabus, providing an organised environment and develop caring and beneficial relations (secure …show more content…
In relation to a professional passion (such as a passion for education) it is noted that energy and commitment are key factors to a healthy classroom as it culminates the belief that every child can learn and will (Davies and Brighouse, 2008).
Saul Mcleod (2007) culminates findings from “Social Learning” theorists such as Bandura and has formulated and reported that within this theory there is no mention of inherited genetics as an influence on the development of social cognition. The feature that is reported to be paramount in regards to the influence of the social cognitive learning is nurture (environmental), as the observation and imitation of behaviours so as to develop as based on surrounding ‘models’ (McDevitt et al., 2010).
Using information presented by the “Social Learning Theory”, I am able to infer that; genetics have had no influence on the ability to motivate my students, Instead, the ability is based on my passion for education and using the rules of the “Social Learning Theory” I can imply that the students will observe my passion for the subject and imitate this behaviour, thus improving their connection to the learning material. This passion was environmentally learnt through the ‘models’ in my life (i.e. caregiver, teacher, …show more content…
This theory is presented in a way that explains the development of children’s cognitive thinking through to adulthood and is relevant to the concept being currently considered as ‘organisation’ is a cognitive concept being cognitive skill that developed as a part of Piaget’s developmental stages (McDevitt et al.,2010).
According to Andresen et al.(1985), the success of a teacher is predominantly based on planning. Within the profession of teaching there are many aspects to be considered prior to the commencement and during a semester; such as the teaching method in correlation with the syllabus and materials available, this all requires intense organisational skills.
Jonathan Flint (1999), explains that through an understanding of cognitive disabilities formed from chromosome disorders ( i.e. mental retardation), the direct correlation between genetics and cognitive development can be made. With a cognitive disability it may be harder to develop cognitive skills as well as surrounding peers and keep within Piaget’s stages of
(1702 - Child and Adolescent Development)
As an initiative of the director general’s ‘classroom first strategy’ the department of Education and Training (2009) defines ‘effective teaching’ as having the ability to strive to motivate and engage all students in learning, having high expectations of all students and themselves, personalising the learning for each individual student, being able to understand that students learn best when their culture, background and abilities are acknowledged by the teaching style, helping students learn by themselves as well as with others, having an extensive and comprehensive knowledge of their syllabus, providing an organised environment and develop caring and beneficial relations (secure …show more content…
In relation to a professional passion (such as a passion for education) it is noted that energy and commitment are key factors to a healthy classroom as it culminates the belief that every child can learn and will (Davies and Brighouse, 2008).
Saul Mcleod (2007) culminates findings from “Social Learning” theorists such as Bandura and has formulated and reported that within this theory there is no mention of inherited genetics as an influence on the development of social cognition. The feature that is reported to be paramount in regards to the influence of the social cognitive learning is nurture (environmental), as the observation and imitation of behaviours so as to develop as based on surrounding ‘models’ (McDevitt et al., 2010).
Using information presented by the “Social Learning Theory”, I am able to infer that; genetics have had no influence on the ability to motivate my students, Instead, the ability is based on my passion for education and using the rules of the “Social Learning Theory” I can imply that the students will observe my passion for the subject and imitate this behaviour, thus improving their connection to the learning material. This passion was environmentally learnt through the ‘models’ in my life (i.e. caregiver, teacher, …show more content…
This theory is presented in a way that explains the development of children’s cognitive thinking through to adulthood and is relevant to the concept being currently considered as ‘organisation’ is a cognitive concept being cognitive skill that developed as a part of Piaget’s developmental stages (McDevitt et al.,2010).
According to Andresen et al.(1985), the success of a teacher is predominantly based on planning. Within the profession of teaching there are many aspects to be considered prior to the commencement and during a semester; such as the teaching method in correlation with the syllabus and materials available, this all requires intense organisational skills.
Jonathan Flint (1999), explains that through an understanding of cognitive disabilities formed from chromosome disorders ( i.e. mental retardation), the direct correlation between genetics and cognitive development can be made. With a cognitive disability it may be harder to develop cognitive skills as well as surrounding peers and keep within Piaget’s stages of