A ritical Analysis of UK Teaching Standard - Essay Example

 A Сritical Analysis of UK Teaching Standard PART 1: TEACHING TS1. Set high expectations which inspire, motivate and challenge pupils Description of Evidence I am aware that I conformed with strategies, which promoted student centered learning. I therefore motivated students to achieve consistent academic goals. I learned from the teacher that the outcome of such a teaching practice was that students were integrated in a mutual program since they understood the purpose of education. For that reason, I encouraged the students to set goals based on their innate abilities and disposition. Hammer (2015, p. E5) believes that setting goals increases the chances of success provided that the student does not set goals which he cannot achieve. The institution further mentored students on how to expand their knowledge level, through the goals set. Reflectively, the teacher assisted us to understand in depth the purpose of education, which betters their values and behaviors. As well, I initiated a culture of the consistently positive attitudes, behaviour and values, it becomes possible to respond to what the pupils expect. Likewise, the teacher set goals to expand students abilities by challenging pupils of different backgrounds and abilities. TS2. Promote good progress and outcomes by pupils Description of Evidence The teacher took the initiative of class management, and assigned me as a representative. I therefore, oversaw pupils attainment and outcomes of each stage of the progress. I build on pupils capabilities and prior knowledge of working. Furthermore, the institution empowered a counseling department. The counseling listens to student innate problems (Mills and Niesche, 2014, p. 122). I worked alongside the counseling department to ensure that I generate skills to build working abilities. As well, the institution developed courses related to moral and social behavior as well as, courses related to communication skills. At the end of the semester, the teacher evaluated at the end of the semester. The evaluations improved the understanding of the course in generall. Assessment provided a detail account of how the student was aware of virtues of responsibility, respect and truthfulness. As a result, I guided the students throughout a professionalization agenda, where positive virtues of education were taken. The teacher heavily involved with the student and the institution hence expanding the overall interactivity level. As well, I welcomed students in a life of academics where interactivity was relatively high. Likewise, I encouraged pupils to take up responsibility and conscientitous attitude, it was possible to increase the interactivity level. In summary, the student’s progress depended on the nature of the DEAN department. TS3. Demonstrate good subject and curriculum knowledge Description of Evidence The teacher provided the curriculum outline. The curriculum outline listed the courses that students were to be pertaking in a given semester. As well, the lecturer guided students in a self realization strategy. This way, I managed the classroom enviroment by ensuring that student interests were properly understood. These guides come up with the relevant course material (Ababneh, 2012, p. 45). Through the course material, I met the expectations of the curriculum. Each subject in the curriculum should met student’s developmental attitudes. The teacher’s intention was to ensure that students have prior knoweledge on the course development. The teacher streamlined the standard of literacy and articulacy on the correction and application of standard English set. An institution should ensure that each department has the right number of students (Yang, 2013). I used equipments to meet prospective goals of the institution. As well, there were literacy and articulacy levels of applying the appropriate standard English. The teacher welcomed a unified progress, which expands the overall interactivity and articulacy levels. TS4 Plan and teach well-structured lessons Description of Evidence Aided by the teacher, I developed the appropriate lesson plan. The lesson plan specified what was being taught and how it should be taught(Shrestha, 2011, p. 5). I ensured that the appropriate understanding was applied. The teacher should specify what should be taugth and how it should be taught I set home and plan out-of-class activities in order to consolidate and extend the knowledge the understanding that pupils have. I conducted regular evaluations on the teacher helping the teacher understand critical aspects of the course work. This helped me to contribute to the design and the provision what was relevant. By initiating multiple workshops and seminars, the teacher principally understands the nature of the course before engaging it in class (Shrestha, 2011). This way, I maintained a distinct command in class. Rightly, the institution engaged a homeworks department entitled in issuing, assessing and reporting students progress collectively. The homework department was a standard unit that ensures that ethical factors are considered. TS5 Adapt teaching to respond to the strengths and needs of all pupils Description of Evidence I created a facility that enables pupils to be taught effectively. Teaching effectively in this case ensures that the team of teachers responsively creates a range of factors that can inhibit pupils ability to learn and overcome challenges. I also ensured that it creates the overall awarness of social, intellectual and physical context. The teacher ensured that physical development was considered. I also empowered social department where children development cycles are crafted. The strategy ensures that a clear understanding of the needs of the pupils with special education needs are considered (Risager, 2014, p. 485). I also initiated a learning strategy where English as an additional language was considered. The teacher developed a locus for special students. The goal was to ensure that distinctive abilities are oriented. Such an approach engages students decisively by evaluating the need for education. TS6 Make accurate and productive use of assessment Description of Evidence The teacher as well researched on the course content, who was entitled in coming up with the right curriculum. I was supported with the appropiate material from the researcher. I worked closely with his office to ensure that the right approach in schooling was formated. The formative and summative assessment ensures that students progress has the appropriate data. Furthemore, the institution engaged students through comprehensive feedback mechanism. The oral feedback mechanism assisted me to accurately mark and encourage pupils, as a way of responding to the appropriate feedback mechanism. As well, the student was expected to give the appropriate feedback mechanism. The feedback mechanism informs students on the nature of the work enviroment (Bain and Swan, 2011, p. 681). TS7 Manage behaviour effectively to ensure a good and safe learning environment Description of Evidence The teacher engaged the appropriate displinary control. Stretching from multiple rules, and a response department, it was possible to initiate the appropriate ethical framework. To comply with that, I encouraged a behaviour policy one that was comprehensive and responsible to the learning needs. The teacher engaged operations of high discipline framework. As well, the department managed classes effectvely by applying approaches where different pupils are involved. In response, I maintained a good relationship with students. Such a relationship was tenable through the development of a good relationship and by exercising appropriate authority (Gerlinger and Wo, 2014, p. 9). I engaged an appropriate code of conduct. Likewise, the teacher ensured that the timetable was being adhered to. I was committed to the school routine, the department, in order to maintain the appropriate relationship with student through communication. As well, I worked alongside with the RD department to ensure that the appropriate timetable was development. Furthemore, I cooperated with communication departments to ensure that disciplinary measures are appropriate passed to different units. TS8 Fulfil wider professional responsibilities Description of Evidence The teacher organized small groups with other students in class. I realized that the purpose of an HRD department was to engage participants comprehensively. This was achieved by ensuring that the appropriate specialist are oriented at each level of organizational development. I took responsibility in improving the appropriate teaching practice. I achieved this by responding to advice and feedback from colleagues. According to, George and Warren (2012, p. 118), the principal department; that was communication has developed a list of ethical interventions and communication strategies that should be adopted. As such, communication become a vital tool in conveying information between the institution and parents. Communication integrated the appropriate pupils achievement and well-being of students. I continued to support a parents association one that was responsive to the specific goals of the institutions. Communication further becomes an integral tool in conveying information between top management and bottom department. I ensured that communication department coneyed critical information in top-bottom and bottom-top appraoch. Bibliography Ababneh, S. (2012). Towards a Better English Classroom: Implementing Effective Classroom Management Strategies. International Journal of Education. Bain, A., & Swan, G. (2011). Technology enhanced feedback tools as a knowledge management mechanism for supporting professional growth and school reform. Educational Technology Research and Development, 673-685. George, C., & Warren, F. (2012). Mentoring as a Communication Coach in a Public School Setting. Perspectives on Augmentative and Alternative Communication, 115-121. Gerlinger, J., & Wo, J. (2014). Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures? Journal of School Violence, 1-25. Hammer, S. (2014). Motivating students to learn. British Journal of Educational Technology, E5-E6. Mills, M., & Niesche, R. (2014). School reform and the emotional demands of principals: Lorna's story. School Leadership & Management, 120-135. Risager, K. (2014). The cultural dimensions of language teaching and learning. Language Teaching, 485-499. Shrestha, P. (2011). Teaching Composition to Large Class: Lesson Plan. Journal of Nelta. Yang, K. (2013). Effects of Feedback Types on the Student‟s Self-Efficacy. International Journal of E-Education, E-Business, E-Management and E-Learning. Read More