...An Investigation into an international curriculum model. How does this influence the Early Years Foundation Stage in England? Every child deserves the best possible start in life and the support to fulfil their potential. A child’s experience in the early years has a major impact on their future life chances. A secure, safe and happy childhood is important in its own right, and it provides the foundation for children to make the most of their talents as they grow up. The Early Years Foundation Stage (EYFS) (DfES, 2007), is the framework that provides that assurance. The aim of the EYFS is to help young children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution, and achieving economic well- being by ‘Setting the Standards, Promoting Equality of Opportunity, Creating the framework for partnership working, Improving quality and consistency and Laying a secure foundation for future learning. The EYFS is divided into six sections of learning, namely Personal, Social and Emotional Development; Communication, Language and Literacy; Problem Solving, Reasoning and Numeracy; Knowledge and Understanding of the World; Physical Development; and Creative Development. The EYFS curriculum is largely influenced by developmental perspectives, acknowledging the diverse cultural influences in the country. It emphasises children's holistic development and attempts to embrace explicitly care, welfare and education...
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...engagement with my master’s programme and my capacity to become an independent learner. 1.2 POSITIVE INSTITUTIONAL- PERSONAL FACTORS Based on the finding from the research conducted from Khan (2010), some of factors having a positive impact on students include * Sense of belonging- it is the experience of personal involvement in a system or environment so that persons feel themselves to be an integral part of that system or environment (Hagerty et al. 1996). Sense of belonging can be developed through learning activities and maintaining classes as a cohort. Relationships with teaching staff can be developed through encouraging interaction, providing good quality teaching and making a positive initial impression. Kember et al (2010). * Institutional Concern and Student Perception - according to Khan (2010) during lectures we were encourage thinking rather than just listening to what the lecturer could say. We felt comfortable knowing that our contribution was necessary .The more students saw the institution as showing interest in their development, like treating students with respect and equality, the more would be the level of social integration. * Interactive pedagogies: to ensure the full commitment and participation of individuals, we were to be exposed to a series of evolving and developmental interactive activities which promoted confidence and develop the desired...
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...Facel (2009), argues the importance of a relational pedagogy in classrooms. A relational pedagogy refers to the teacher’s relationships within the students in the class. Quality relationships are those which value the needs of the students as explained by Phelan et al (1992). Therefore relational teachers have the ability to engage students with the lesson, motivate them, and as a result facilitate successful students. As previously mentioned it was argued that perhaps Emily and Mrs. Smith lacked this relationship. Which no doubt was made increasingly difficult by Emily’s poor attendance. Collaboration between the hospital and school staff is another key issue to be looked upon. Communication is an important factor for comprehensive treatment as proposed by Strawhacker & Wellendorf, (2004). Terrill (2002), cited in Burrows (2004), argues that ‘parents have a strong commitment to voicing their child’s needs’. Maintaining some form of regular communication between the school and family, regarding how the student is coping at school and at home, is important in understanding the needs of the student. It enables the ability to...
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...Culturally Responsive Teaching: Bridging the Gap Michael Warren University of Texas at El Paso Culturally Responsive Teaching: Bridging the Gap The changing demographics in classrooms are not often reflected in the pedagogies, curriculum and strategies used in represented grade levels and content areas by the education professionals that drive our education system. Recent research has considered the idea that culturally responsive or culturally pedagogical teaching may be the answer to closing the achievement gap created by the absence of cultural awareness. The concept of cultural awareness may be simply defined as an understanding and awareness of the diversity in the classroom (Villegas & Lucas, 2002); however, such a simplistic definition does not recognize the many dimensions involved in the pedagogy of culturally responsive teaching, which for students includes seeing germane links between subject matter and lessons and their experiences outside the context of the classroom and how those links influence what and how they learn. The purpose of this literature review is to examine the many facets that make up the term Culturally Responsive Teaching (CRT) and the impact and implications implementing such a broad concept may have on the education system. While the literature discusses several topics connected to CRT, I will confine this review to the following: (1) CRT Background/Definition (2) The methods of study, the participants involved and the significance...
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...Joseph’s College (Autonomous) Trichy – 620 002 Email ID: akshayjosephdylon@gmail.com Mob: 91 5241 52462 ABSTRACT A tension (about the subject and the fear towards the teachers) free teaching/learning process is possible with the peer learning methodology. This paper argues that the importance given for peer learning pedagogy in the curriculum could be mounted up a little more, in particular for language learning, for a better outcome. In addition, the practices in the method, because of which it proved to be efficient when compared to the other methodologies, is also discussed in this paper. The importance of ‘Teacher’s Silence’ and the outcome of it are highlighted. The Affective Filter Hypothesis of Krashen appears to be in line with the Peer Learning Pedagogy. Suggesting some activities related to language teaching, this paper further requests the syllabus setters and the educationists to promote this approach among teachers through further more research in methods and activities to inculcate this technique among the learners, to help them learn the language doubt-free and acquire it to the fullest. An old appeal towards teaching pedagogy, but still an unpopular approach would be Peer Learning. According to Boud, Peer Learning essentially refers to students learning with and from each other as fellow learners without any implied authority to any individual, based on the tenet that students learn a great deal by explaining their ideas to others and by participating...
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...Questions for Tutorial 3 1. What is ethnographic research? State the difference between an ethnographic research and a psychometric research and give example from applied linguistic studies. 2. Find a report of an ethnographic research in applied linguistics and give your comments on the following points: * The research question * The contexts the research was conducted * What is group or case under study? * What conceptual and theoretical frame works inform the study? * What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? 3. Find a report of an ethnographic research in applied linguistics and give your comments on: * What field techniques were used? For how much time? In what contexts? What were the roles of the ethnographer? * What analysis strategies were developed and used? what levels and types of context were attended to in interpretation? - What recurrent patterns are described? - What cultural interpretation is provided? - What are the stated implications for teaching? Question 1.What is ethnographic research? State the difference between an ethnographic research and a psychometric research and give example from applied linguistic studies. ------------------------------------------------------------- Ethnographic research is one form of qualitative research which concerns with studying human behavior...
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...movement and position that holds differences between individuals as groups to be a potential source of strength and renewal rather than strife” (Carson, R. 1999). This definition presents the foundational belief of pride, freedom, value, ideas that formed America. One of the most unique aspects of the United States is the diversity of its people. On the Statue of Liberty is engraved “give me your tired, your poor, your huddled masses yearning to breath free,” America has upheld through the mixture of people of different races, religions, and creeds. According to James Banks’s Introduction to Multicultural Education (Boston, 1999) shares that multicultural education consist of: equity pedagogy, empowerment, knowledge construction, content integration, and prejudice reduction. Equity pedagogy involves teachers modifying their teaching to facilitate the academic achievement of culturally diverse students (Tummala-Narra, P. 2009). There is an approach to teaching and learning that is based on conscious building, respect, and fostering cultural pluralism within racial societies. So why is the United States and most importantly the teachers in the classroom at odds with the idea of a multi-cultural and classroom? America, is the “melting pot”of the world. It has been stated that by the year 2025 the public schools will be predominately influx with minorities (Santrock, 2004). There are many reasons why multiculturaism shoud be taught in schools. Multi-cultural education is...
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...are lost and substituted by numbers; their bodies no longer belong to them. Just as the demons in Canto 25 assault the thieves, latching onto them, causing a metamorphosis, and stealing their identity frequently, subsequently too are the prisoners forced to bear conditions fit not even for animals. They are beaten every day, they struggle to find spoons in order to eat their small portion of soup and constantly maintain the fight to keep possession of whatever shoes and few pieces of clothing they have, so as to have protection from the harsh winter they are forced to work through. Reduced to animalistic behavior, the prisoners are in a constant struggle for survival. This means that they should steal when needed, watchfully guard their belongings, and “sell” their daily bread rations for material to keep warm or rags to wrap up their infected feet and hands. The author recalls the loss of aspiration for hygiene, as it appeared a dizzy waste of energy and time, which would be saved, rather than to be spent on more productive acts similar to looking into the sky for the last time (Levi, 2000). Undeniably, of what significance is cleanliness when at any moment life could come to an...
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...asked me to play. No, I was not asked to play a melody, nor was I asked to play a basic scale, but rather, one simple solitary note. Excitement filled my body as the task confronting me seemed so incredibly simply. I played the note and listened as sound waves rose from the bell. However, Mr. Chapman stared on, blankly. After a brief pause, during which my heart seemingly raced against and kept pace with an imaginary metronome, he again asked me to play the note. This process continued, and with each note my desire to discover a purpose multiplied. By the time the lesson had ended, my craving for an answer reached a climax. As I packed up my belongings, exhausted from an hour of repetitively playing the same note, I asked Mr. Chapman about the purpose of the day’s lesson. I thought perhaps we were exploring a new pedagogy of musical instruction, or it was all some sort of test. He sensed at my curiousity and replied, “Did you notice the difference each time you played the note?” Suddenly, I understood what Mr. Chapman was trying to teach me. I had not wasted my effort in vain, but instead, while playing that one note repetitively, I had significantly improved the tonality of my sound. No longer would I hear a fuzzy, weak tone emanating from my horn, but rather, I would hear my instrument producing an increasingly warm, mellow sound composed of millions of beautiful, full, sine waves. My lessons with Mr. Chapman gradually progressed to working on solo pieces and...
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...instruction(Walqui,2003). As an educator this essay writer needs to know what second language acquisition theories are important to use, knowing the previous afore mentioned theories and factors will help this writer as a teacher be able to meet the needs of my ELL students. We as educators must be able to use scaffolding, sheltered instruction, stages of language proficiency, sociocultural competence, and standard American English(Echevarria, Vogt, & Short, 2004).. By using differentiated instruction it helps students learn most importantly. In reading the article The Impact of Experience and Coursework: Perceptions of Second Language Learners in the Mainstream Classroom written by Mantero McVicker from the journal Radical Pedagogy in the spring of...
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...2015). However, in Carla’s situation there is also a big social dimension that needs to be addressed. Moving to a new country with a new language can be a very stressful and fearful experience (Dusi, 2014). Leaving the socialization and language development up to chance and time seems to be a risky bet in a long-term perspective but also in the short-term. Speaking a different language from their peers, migrant children may feel lonely and isolation becomes an issue. Migrant students can have “the experience of living at the juncture of two worlds and two cultures”, and what they value is “feeling recognized by their peers and feeling supported by their teachers” (Dusi, 2014, p. 1400). Hart (2004) notes that emotional states and a sense of belonging to the class are significant influential factors in the capacity to learn. “Societies…must insure that all learners receive…emotional support they need in order to participate actively in and benefit from their education” (UNDP et al, 1990, p. 160). Perhaps a more guided assistance and support for the emotional well-being of the child would have helped to ease the transition and would have removed a barrier for her participation in group activities. There were some occasions when the teachers struggled to handle Clara. At times she would not want to do what the rest of the group did. She would leave lunch or the group on the carpet and go to another room where she would play. At first the teachers would try and take her back, but when...
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...Philosophy of Classroom Management A constantly changing and naturally evolving classroom management plan would be the cornerstone of my philosophy, with the central question being “what do these students need and how can I meet those needs.” This type of approach would ensure that I would respond to the diverse intellectual nature of a student body that are also culturally, socially and economically different. Acknowledging that these magnificent young people with exciting and formulating minds need lessons that will arouse their natural curiosity and provoke critical thinking skills, I will develop and implement an engaged pedagogy that honors them, recognizes their abilities, and challenges their constantly expanding dendrites. There is no greater honor than to help another individual come to a realization of their unique and natural talents—to facilitate another’s blossoming in this world and to bring them to an awareness of their place in this continuum. It will be my role and daily challenge to devise relevant and engaging lesson plans that will help create deep thinkers and problem solvers, so that when problems do arise, the students themselves can devise the solution. The goal is to create loving and caring individuals who will take risks, establish realistic goals and assume personal responsibility for the results of their behavior; where the only competition is with themselves, the individual, and not with each other, and where the process is about discovering...
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...EDPROFST 226: Introduction to Bilingualism and Bilingual Immersion Education Assignment One: In his book, Language, Power and Pedagogy: bilingual children in the crossfire, Cummins (2000) tells a story of a bilingual Mexican mother who was ordered by a judge to stop speaking Spanish to her daughter during a custody dispute with her husband. The judge’s view was that the mother was ‘abusing’ her daughter by speaking Spanish in their home (p.13). Unfortunately the judge is not alone in his opinion in regards to second language acquisition and bilingualism. Nor is the context of America and the minority language of Spanish different from the New Zealand context in the way that minority languages are viewed ‘ongoing bilingualism in a so-called minority, indigenous or community language is still regarded by many as an educational, and wider social impediment” (May, Hill, Tiakiwai, 2004, p.8). Cummins asks some important questions in regards to bilingual education in both homes and schools including, ‘To what extent is it child abuse to send new teachers into classrooms (in multilingual cities such as Toronto, London, or New York) with minimal or no preparation on how to teach academic content to students who are in the process of learning English and whose cultural background differs significantly from that assumed by all of the structures of schooling (e.g. curriculum, assessment, and teacher preparation)?’ (Cummins, 2000, p.14) New Zealand is a rich, diverse multicultural...
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...is explored in Mansouri and Trembath’s (2005) writings. They found that in 2001 there were 209,372 people who spoke Arabic at home across Australia (ABS, 2001). These recordings show that Arabic is the fourth largest language, other than English, spoken in Australia (Mansouri & Trembath, 2005). However through Mansouri and Trembath’s evaluations it was discovered that students who wore a hijab were subjected to several occurrences of verbal abuse at school. The female students interviewed expressed their upset of being identified as a terrorist because of their religion. The male students discussed experiences of being excluded from jobs due to Arabic names like ‘Osama’ and ‘Mohammed’. The students expressed only finding a sense of belonging in their own local area. However they seemed able to build relationships with other students from other cultural backgrounds quite easily. While happily speaking of their multicultural friends, Arab students were reluctant to call themselves ‘Australians’ due to the lack of union they felt within their schools (Mansouri & Trembath, 2005). These findings...
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...Zhang & Oetzel, 2006). Neuliep (1997) claimed the cultural context where communication happens has the characteristics that best define human interaction. Therefore, although the effectiveness of instructor behavior has been tested in the US and similar results found in other cultures, such as China (Zhang & Huang, 2008), it is still necessary to study teaching communication from a broader cultural perspective (McCroskey & McCroskey, 2006). In this study, the relationship between teacher confirmation and student motivation in China, Korea, and Japan is studied. These three countries are all East Asian countries and have different educational practices and pedagogy, which influence the relationship development between teacher confirmation and student motivation. Understanding Confucianism is useful to understand the pedagogy and teaching system in China (Alon & McIntyre, 2005). According to the Learning Cubic Model (Boisot & Fiol, 1987), which depicts teaching styles with three dimensions (conceptual versus practical, individual versus collective, and under instruction versus via self-study), the typical Chinese teaching-learning pattern fits the conceptual-individual-under instruction style. It shows that Chinese students are accustomed to and prefer the way of studying as separate individuals under the detailed instruction of their teachers focusing mainly on theoretical topics. They expect and are expected to listen to, to take notes of, and to copy what their instructors...
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