Reflection: Engaging Good Practices In The Classroom

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My own practice is characterised by a mixture of all three theories, it depends which group I am teaching and what topic. To me, social construction is more practicable with top set. I can easily get them into dialogue and intervene accordingly. As I move down the set, I meet issues in the classroom like lack of motivation and other behavioural issues, which makes it unrealistic to engage students in dialogue. Lack of sufficient support either from within the department or senior leadership in dealing with misbehaving students is an obstacle that sometimes prevents myself from engaging good practices. Once students realise that there are no effective sanctions applied to them, they become stubborn and difficult to manage. For any theory to be well practised, you need a conducive learning environment. When this is not present, students cannot discover new information themselves through exploration, let alone work collaboratively and self-assess.
Having said that, I am a firm believer in social construction as the best teaching method for all groups, in particular, low attainers as their aspects are catered for and frequent dialogues may compel them to be good thinkers, among others, and hence make gradual progress. Whole school teaching policy appraisal could help towards reaching this goal.
Role of Language and Interaction in Pedagogy.
Constructive dialogue takes place in a social-construction model
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Vygotsky is the founder of ZPD idea, Hansen-Reid (2001). Scaffolding is closely related to ZPD, but it should be noted that a term “scaffolding” was initiated by Wood et al (1976).
A “physical scaffolding” is used to provide the necessary support at the start of the task, in particular, construction. Once enough support has been provided, the role of scaffolding is attenuated until it is no longer required. In the same way, scaffolding is provided to students, support being gradually reduced until they have gained full

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