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Strength-Based Approach In The Classroom

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Standard 3 talks about leaning goals, planning, structure, learning programs, teaching strategies, using resources, classroom communication and engaging with parents. All these points need to be implemented when becoming a teacher. It is important to not only have a good relationship with your students but also with the parents. During my lesson my observing teacher gave me some useful feedback (Lesson Feedback), we discussed my strengths, which included, I was patient, beginning to build great relationships with my students and was showing good communication skills ensuring my students knew my expectations and boundaries. By having the supervising teacher observing me and giving me feedback really helped, it gave me a wider view, allowed me …show more content…

This is known as the ‘Strength based approach’ (McCashen, 2005). This approach is about working with students and promoting their strengths and positive behaviour towards school and their classwork (McCashen, 2005, p.16). When I conducted these two lessons, there were a lot of online exams going on at the time which meant the use of online resources were very limited, instead I used the smart whiteboard and got the students to work together as a whole class (3.4) where we all contributed in a class discussion. As stated in standard 3 it is also very important to have a positive relationship with the students parents (3.7). As teachers we do not just have interaction with the students, we also interact with the community other staff, board members, school administrations and the hardest of all the students parents (McCachen, 2005). When I was doing placement at Wodonga South Primary School, I got the opportunity to speak with a small number of parents. This was a great opportunity as I got to discuss with the parent what the student thought of me and my teaching. After my lessons, it was important to reflect upon how they all went and outlined areas in which I need improving

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This conforms to the notion of “hand over principle”, Dunphy and Dunphy (2003). When the students work independently, the teacher should have his strategies to deal with frustrations ready. He has to make sure that the contents of the task fall within the students ZPD and a good interaction with the students is provided, Wood, Bruner and Ross (1976). Students should be given meaningful feedback which is a very crucial point, particularly a verbal one as it allows a dialogue through talk. Misunderstanding can be picked up and addressed.

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This gives opportunities for discussion, reflection and a chance to understand develop empathy for each other. ‘The ultimate objective is to enhance children’s ability to become socially and emotionally competent individuals who succeed in school’. http://incredibleyears.com/team-view/carolyn-webster-stratton/ To give a practical example of one of the key initiatives is to praise good behaviour not matter how small and ignore unacceptable behaviour so long as no harm will come to others. This strategy should always be the starting point of your classroom management. The majority of children will respond to this positive reinforcement and quickly understand how to gain phrase for doing the right thing.

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In addition, the article explains through a series of surveys how parents and teachers naturally feel when collaborating with one another. In my professional opinion, I too feel as though teachers aren’t fully prepared to partner with parents. I must say that I’ve been

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This has been a significant factor in all of my professional experiences. Developing respectful partnerships between educators and parents is noted in both EYLF and QKLG. I have attempted to achieve this through greeting the parents and introducing myself. This will hopefully be seen throughout the rest of my professional experience. I do however, acknowledge that this professional experience is only ten days, therefore making it quite difficult to gain these partnerships.

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She felt parent involvement is needed however, due to parents working schedules, this could be hard. Once we concluded the interview I thought of better ways the daycare and school could involve parents. Since the holidays are coming up the teachers and office staff can create an art exhibit to display children’s art work. This can be done after hours and a light refreshment could be served. However, any school event that includes parents have to be done and announced prior to the event.

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With a happy smile and a warm greeting, Mr Bridgeman my mentor teacher welcomes every student and parent’s to his year 3 graders classroom at the start of the day. His students know what the daily routine is and what is expected of them when they get to class. Mr Bridgeman would always be strategic and engage in one-to-one interactions with children, families and all other teachers within the school and community. He would get down on the children’s level and communicate face-to-face with them; this created a positive and trusting relationship between Mr Bridgeman and the students. During the day the students were engaged in exploratory tasks/activities and were asked a range of questions throughout the lesson, when the children answered

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One in particular, was that the student should be responsible for asking questions. Asking questions relives anxiety and promotes class involvement. Working together in a group helps everyone work together, It is an effort of the student to get help, after all, the teacher cannot know where the student is struggling without the student asking questions. Another helpful tactic, is for the student to acknowledge their mathematic difficulties and come up with a plan to help themselves

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This creates an atmosphere where learners support each other, and sensitive issues can be clearly voiced without

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They were the one who had faith in me to be the best person and student I could be and became a reason why I wanted to continue my education to become an educator as well. We may have students who have families who can provide for them and help them meet every need the child may have, we may have students whose families can give them some, and we may have students who cannot meet any needs outside of the classroom and as teachers we need to make sure all the children in our class are put on an even playing field by helping them all receive their needs and this means giving students more than just lessons at a desk. As teachers we have relationships with not only with the child but also with their families to ensure the child is progressing as a student and person where we want them to be. Teachers and the student’s families are partners who want the best for the child, as teachers we need to build a relationship with their family because we all play an important role in the child’s

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It makes the teacher approachable and allows for positive relationships to be built between the

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Build positive relationships with students will help establish a more comfortable classroom environment. Michie have put a great amount of effort at trying to get to know his students on a more personal level, such as through individual home visiting and personal questionnaires about each student’s likes and dislikes about school. In order for students to feel that the information is relevant to them, teachers should make connections and relate to real life examples. Michie uses his past classroom experiences to connect to his students and further sparks class discussion. Michie would try to relate to what the students were going through in their lives to get to know them better.

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I work hard in my classroom to build positive relationships with all, acknowledging them as individuals and allowing for their different ways, expectations and capabilities. I offer choices in approaches to their work including a choice of content, method of presentation, and the choice to work as individuals or a group. This approach underlies all aspects of my classroom programme, allowing ākonga to access prior learning and making learning more relevant to their interests and capabilities, acknowledging the wider reality of their lives . Engagement with stakeholders is another aspect of cultural responsivity and one which I look forward to improving through this role. I believe I have a good relationship with the parents of my students who wish to be engaged, and make myself available beyond the requirements of the current framework that Kaimai School operates.

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1397 Words | 6 Pages

I learned valuable information through this interview process. The parent I had the pleasure of interviewing was the PTO president, whose son is in my classroom. Interviewing my mentor teacher and principal gave me a different insight into how the school operates. The principal spoke about the make-up of the school, while my mentor teacher and the parent talked more about how they felt about it as a community. When asked about parent involvement, my principal and mentor teacher talked about the different events and opportunities for parents to come into the school, including, family fun night, dad and mom days, and open house.

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As a teacher, it is my responsibility to share information on the development of the child and have a clear and constant flow of dialogue with the family. This will enable both parties to deal with any issues that may arise within the family, school or community. It also my belief that parents should have an active part in their child’s learning and be able to lend a hand whenever necessary, and having open communication with them will allow this transparency and connection between home and school. The community is vital in ensuring that the facilities around the community and school is appropriate for the different children and families to live in and grow. A very good example of this successful collaboration is the Reggio Emilia approach in Italy.

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