Effective Teaching and Learning Environments Essay

This assignment allow for wrangle effective educational activity and disc everywhereing milieus. According to Brophy (2004) there are twelve principles contributing to effective teaching a supportive classroom environment, the chance to control, curricular continuative, establishing discipline orientations, coherent content, thoughtful discourse, practice and application activities, theatrical production pupils, strategy teaching, co-operative learning, goal orientated assessment and extend toment expectations. All these principles play to the active involvement of the student and attaining effective learning environments. For this assignment we will focus on three of the main principles and discuss its effectiveness in my hold learning and functions it will get down on my own teaching. accessory learning environmentTeachers modelling personal attributes such as approachability, friendliness, ruttish maturity and sincerity towards individuals as hale as learners c reate an environment of cohesiveness and support. Educational content female genitals be developed to refer and build on students prior knowledge and experiences whilst also encouraging misgiving of learning outcomes in a arbitrary collaborative environment. As a tertiary student I find these qualities very encouraging in allowing me to pursue my education without fearing to contribute and asking questions without being chastised or frown upon. An example of a non-supportive environment was observed at a soaring school where a instructor humiliated a student for failing a math mental testing.The teacher made the student stand in front of the class and then called him stupid leaving the student distraught and traumatised. Needless to say this was an extremely negative experience and could have perverting effects on the student or all the students motivation for learning. A supportive environment is adept where the students can be interactive with the teacher, some early (a) peers and lesson content. A recent excursion to the Attadale foreshore with the aides of workbooks and precise teacher book of instructions allowed the students to engage and explore the lesson by utilising their senses and the natural environment. This effective teaching order succeeded in building and supporting group collaboration and expanding their knowledge. Opportunity to learnThe opportunity to learn greatly depends on the how much time is dog-tired on participating in lessons and learning activities. Being an effective teacher is to be prepared and organised, using allocated class time efficiently for accomplishing activities and achieving instructional goals. Teachers need to articulate clear expectations and a sense of purpose that can be processed easily by the students in regards to general demeanour and engagement especially during lessons. Teachers can give clear and consistent expectations through with(predicate) modelling or direct instructions.Effective te achers instruct strategies and procedures for students to manage their own learning, elaborating content allowing students to respond and form their own interpretations. An example observed in a classroom setting lead to unenthusiastic results. A student needed clarification of an assessment, the teacher had instructed the whole class although as an beholder I noticed that not many students understood what was required. The teacher approached the one student and admonishes him with a why dont you know anything statement. The students in the class have since stopped asking clarifying questions and continue to postulate in their lessons.The learning opportunities for students in this setting were limited. A more positive approach to teaching is to allow all students at different abilities a chance e.g. a grade 5 class spelling test had the teacher separating students into small literacy groups according to their abilities. Attention was focused on the assay students whilst the more capable students had clear instructional goals to work towards. Curricular alignmentThe curriculum components are used as assistance in creating aeonian instructions and learner outcomes from K-12. The curriculum has been designed to assist students in their growth of knowledge, understanding, appreciation and life applications in preparation for students to participate in grownup roles within society. Teachers need to instil appreciation for learning into students, the why and because of learning and knowing that there are good reasons for learning that leads to life applications where what they have learned can be used when needed in other contexts.When I was in high school (Brunei Darussalam) I was taught using school texts and to see random information available in the texts. Assessments were based on the marrow of information memorized. This type of learning was not productive to me or the topical anaesthetic society as it did not allow for the development for curiosity beyond textbooks. Students were passive and were not permitted to query anything other than content of lesson. Information was not related to daily matters in life. The difference in the education system here is that teachers motivate and encourage analytical thinking with questions and guidance. I was ensnare lacking in understanding curricular concepts involving thinking beyond the textbook although the push to think outside the box was something that I relearned and appreciated over time.Finally, although these three main ideas a supportive classroom climate, opportunity to learn and circular alignment have been highlighted individually, each idea should be apply in conjunction with the other nine principles mentioned by Brophy for attaining effective teaching and learning environments. All twelve principles are meant to be aligned as a measure of assisting students in accomplishing intended curricular outcomes.These main ideas influence my teaching by motivating the creation of an understanding and cohesive classroom by modelling and being supportive to the personal, social and academic well being of all students by being prepared and ensure that lesson plans are stimulating, challenging and that the diverse learning abilities of the students have been taken into account to farther maximise their opportunities to learn and with curriculum guidance be able to achieve specific outcomes geared towards students being able to function socially and admit to the adult world.