UK Teaching Standards in Education - Essay Example

UK teaching standard 2 UK teaching standard 2 In the UK, education is very important. The point of reference is ensuring good grades for the students, and thus teachers have to follow the set standards closely. The basis of this assignment is the standard 2 teaching standards in the UK. The standards require that every teacher have to set high expectations to motivate and challenge the students. This will ensure that the teacher sets a target for his or her students which they have to meet (Mills & McGregor 2013). In some instances, the teacher may introduce a rewards system for the students for them to be challenged and motivated enough. The teacher has to establish a safe and a very stimulating environment for the pupils which relies on the respect between these teachers and their pupils. This involves the teacher setting goals for the pupils regardless of their backgrounds, dispositions or capabilities. As a result, this teacher is able to demonstrate the required positive attitudes, behavior and the values that are expected from these pupils (Mills & McGregor 2013). This teaching method is backed by the behaviorist theory of education. This theory suggests that learning focuses on the observable behaviors and discounts the mental capabilities and activities of students. Behaviorist theories define learning as an acquisition of new behavior. Behaviorism impacts learning by instituting a positive and negative reinforcement for the students. Thus, teachers use behaviorism whenever they reward or punish their students. The teaching standard also calls for the promotion of good progress and good outcomes of pupils. The teacher is accountable attainment, outcomes and the progress of his or her pupils. This means indicates that this teacher needs to be aware of the capabilities of the pupils and their prior knowledge (McBer 2012). From this, the teacher then builds a teaching plan to incorporate these capabilities and prior knowledge of the pupils. The teacher also has to guide his or her pupils on the progress made and focus on the needs that emerge, in the long run. This will enable the teachers to demonstrate knowledge and the overall understanding of the learning of these pupils and how it impacts on teaching. The teacher will also be in a position to take responsibility and conscientious attitude towards their own work and their study. This mode of teaching is strengthened by the constructivist theory of learning. The theory indicates that learning start with issues that revolve around the students trying to construct meaning. Thus, for the teacher to teach well, they have to understand mental models for the students to use to perceive the world and all the assumptions to support such models (Coe 2014). Thus, students have to construct own meaning not just memorizing the correct answers. The teachers also have to demonstrate a good knowledge and understanding of the subject and the curriculum. The teachers have to exercise knowledge of relevant subjects and areas of the curriculum and foster and maintain the interest of the pupils on the subject and take care of their misunderstandings. The teachers should demonstrate a critical understanding of the developments in their subject and the areas of the curriculum that will be important in enabling a better understanding for the pupils (Trainees 2012). It is important for the teachers to understand relevant concepts in the curriculum that will be beneficial for the oval understanding and knowledge of the pupils. The teachers must develop high level of literacy for the pupils and articulacy in addition to using correct Standard English in all their subjects they teach. This is backed by jean Piaget’s educational theory. According to the theory, educators should develop an appropriate curriculum that is able to enhance the logical and conceptual growth of their students. The teachers must also plan and also teach lessons that are well structured. These teachers have to impart knowledge and develop an understanding of their pupils through using their lesson time effectively. They must develop an interest in loving and curb the intellectual curiosity of their children. The teachers have to set homework for their pupils and set other activities out of class to extend and consolidate the required understanding and knowledge of the pupils (Becket University 2014). Thus, these teachers have to systematically reflect on the effectiveness of lessons and various approaches to teaching. This will enable them come up with effective learning strategies that are able to incorporate the understanding of their students. As a result, these teachers are able to come up with an engaging curriculum within the required relevant subjects. The brain-based theory of learning adds strength to this learning method since it is able to create a learning environment that immerses the educational experience of the students fully. It is able to ensure that the fear in learners is eliminated while at the same time ensuring that a highly challenging environment is created. The pupils are able to consolidate and also internalize information by processing it actively (Chi 2013). Thus, teachers have to design the learning around their students’ interests and make the learning contextual. The teachers are able to structure learning around real problems and encourage the students to learn in contexts that are outside the classroom building. In some instances, teachers use team work to ensure that their students come up with creative problem-solving skills. The teaching standard also requires teachers to respond to the strengths and the needs of all their pupils. This will enable them to learn the capabilities of their pupils since every pupil is different. Thus, the teachers will know when and how they will differentiate in an appropriate manner using effecting teaching strategies. They are able to understand a range of factors capable of inhibiting the ability of pupils to learn and how to overcome challenges that may arise. The teachers are able to demonstrate the awareness of the physical, intellectual and the social development of their pupils. They also understand how to adapt teaching to support the education of pupils at different development stages. As a result, these teachers gain a clear understanding of the needs of their pupils and use distinctive approaches of teaching to engage and support the pupils. Control learning theory best describes this mode of teaching. It enhances the role of lead teachers who avoid coercion in their teaching. These teachers make intrinsic rewards of completion of work by the students and correlating the assignment given to students to the basic needs of these students. The teachers use grades to indicate what have been learned rather than engaging in a reward. By so doing, they are able to motivate and understand the weak and strong points of their students. These teachers are able to cooperate and engage in active learning techniques to enhance their students’ power. The teachers also have to make an accurate and a productive use of assessment for their pupils. The teachers should know how to assess the relevant subject and areas of the curriculum including these statutory requirement assessments. These teachers should use formative and summative assessments to ensure that they secure and understand the progress of their pupils. They use relevant data to ensure to monitor the progress of their pupils, set targets and plan various subsequent lessons to teach their pupils. Moreover, these teachers have to give regular feedback to their pupils both in an oral and accurate marking manner and encourage these pupils to respond to the given feedback. The teachers also have to manage behavior effectively and ensure a safe and a good learning environment. As a result, these teachers should have clear rules and behavior routines in classrooms. They should also take the responsibility for promoting good and also controls behavior in classrooms and outside class in accordance to the set policy of behavior. The teachers should have high behavior expectations and establish clear framework for discipline of their pupils. The teachers also have to effectively manage classes using various approaches that are appropriate to the needs of the pupils to involve and engage them thoroughly. They should also maintain good relationships with their pupils but also maintain the required authority and act decisively where need be. This teaching method is enhanced by the social learning theory. This theory suggests that the behavior of an observer changes after they view a behavioral model. The observer (pupils) will imitate the behavior of their models (teachers) if they possess certain desirable characteristics. The observer reacts to the way the model is treated, and they mimic the behavior of the models. These pupils need to be attentive to their teachers, retain the model’s behavior and remember the behavior at some later time. Thus, it is crucial for these teachers to code the information in a way that is easily remembered by the pupils. The teachers also have to be capable of producing the desired act and possess the required responses at the desired time. The pupils will only reproduce the behavior modeled by the teachers if they have the required motivation to do so. Thus, retention and attention accounts for the learning of the behavior of the models while the production and motivation controls the performance of these pupils. Thus, a learned behavior can only be performed when there is the right environment to conduct it. Bibliography Basset, D. 2010. Reform. Retrieved March 26, 2015, from www.reform.co.uk/wp.../10/Every- teacher-matters -FINAL Chi.J. 2013, May 6. Teacher Appraisal in London Schools. Retrieved March 25, 2015, from digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1006…terc Martin M, McGregor G. 2013. Re-engaging Young People in Education. Queensland. Routledge McBer, H. 2012, February 1. Research into Teacher Effectiveness. Retrieved March 26, 2015 from dera.ioe.ac.uk/4566/1/RR216.pdf Robert Coe, C. A. 2014, October 15. What makes great teaching? Retrieved March 26, 2015, from www.suttontrust.com/.../What-makes-great-teaching-FINAL-... Trainees, S. 2012. Standards for the Award of Qualified Teacher Status. 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