Risk Assessment for a Learning Environment, Behaviorist, and Social Constructivist Learning Theories - Assignment Example

Portfolio Order No. 373565 Qs. 1. - Risk Assessment for a chosen learning Environment. In carrying out a risk assessment, we try to identify potential risks to the safety of students and teachers working within a learning environment. Risk assessment enables us to reduce and eliminate hazards in the workplace. The learning environment that I have chosen is working in the laboratory. The risk assessment I would make is as follows – High level of supervision at all times. Handling equipment and materials with great care. Constant checking for leakage of gas or any other inflammable materials. Strict instructions on how to use the different equipment safely. Protecting children by getting them to wear aprons, closed shoes, gloves and tying back their hair. Cleaning any spillage and storing equipment safely. Qs. 2. Our School’s Inclusion Policy The policies of my school are based on the policies framed by the NSW. Its inclusion policy has had a great impact on me and has served to influence the role I play in providing an effective learning environment for children. It has taught me to be a role model not only to the children but their families too by way of respecting, accepting and encouraging the inclusion of children. It has made me understand that each child is endowed with different abilities and it is my duty to provide the proper opportunities for their positive all round growth and development. Qs. 3. - The Behaviorist, Constructivist and Social constructivist learning theories a) Behaviorist – Behaviorism is one of the approaches used in Psychology to rectify behavioral disorders. According to behaviorists free will is an illusion but behavior could be adapted to the environment through association and reinforcement. Therefore, the Behaviorist perspective is quite relevant to students because they could be made to change their patterns of behavior and adapt to their environment. b) Constructivist – According to a Constructivist theory, the learner is supposed to construct the knowledge for themselves based on what they learn and experience in their own environment and hence this theory is also relevant to student’s learning and development. c) Social constructivist – According to Vygotsky’s Social Constructivist theory we come to understand that through social interaction, development and cognition takes place and since children learn in a social environment, this theory is relevant. Qs. 4. - Identify 2 learning strategies The two strategies I had implemented were peer group teaching and an Outdoor activity. Peer Group teaching – For this learning strategy I put a few slow learners among few fast learners to increase their vocabulary for an English class. I gave each group a set of flashcards with their matching pictures and got them to exchange them and repeat the words and their spelling while they looked at the picture. This strategy worked quite well as children learn better with their peers. Outdoor activity – I took the children outdoors for a Science class to teach them the names of different trees on the campus. While standing under each tree I got them to repeat the names several times and then asked them to collect a flower and a leaf each to be stamped in their activity books. Later I asked them to name the trees and got them to write down their names in the activity book. This strategy worked well because the children got absorbed in the activity given. Qs. 5. - Create a lesson plan on a topic of your choice Objectives: To encourage the learning process by making use of multi- sensory strategies. To increase children’s sense of perception and understanding through multi- sensory objects. Age Group – 6 years old Materials Used – The different shapes, colors and materials such as wood, glass, paper, ice, cloth and flash cards. Procedure – Step 1: The objects are placed on a table and the children are asked to name them one by one while the teacher raises each object. Step 2: Each child is called to the table and the teacher blindfolds them and gives them an object in their hand to guess what it is. If the child does not guess it correctly, the class is asked to give the answer. Step 3: The teacher raises up a flashcard and children are called randomly to choose the object from the table. Recapitulation: The teacher shows them an object and children are asked to write down their names. Assignment: Children are given the names of different objects and they have to choose the correct name from the given box and write them next to the corresponding object. Qs. 6. - Choose one of the following sections from the inclusive curriculum checklist. Reflect and respond to each of the questions ( 200 words) • Course design and content – the content and design of the course should suit the age group of the children in order to expect better outcomes. • Course materials – the materials selected for the course should relate of the children’s understanding of the content. Materials that do not suit the course would be wasted. • Teaching and learning – The teacher as well as the other students attend a full support within the class and outside all through the teaching- learning process. The teacher should be understanding and respect her students by being a good role model to them. It is the duty of the teacher to provide a happy and peaceful atmosphere in the class to ensure good academic progress. • Is your teaching gender inclusive? Yes, my teaching gender is inclusive and equitable. • Is your teaching inclusive of Aboriginal and Torres Strait Islander peoples" perspective? Yes, my teaching is inclusive of different types of people and caters to them in the best way possible. Qs. 7 - The National Framework for Values Education in Australian Schools. The prime concern of the Values Education framework introduced in schools is to make the students grow not just by acquiring knowledge but also to build their characters so that they may turn out to be responsible and empowered members of society. To this end the school has developed and incorporated in the school curriculum the importance of being honest, upright, fair and inclusive in every aspect of life. The school also celebrates a wide range of festivals from across the globe, keeping in mind the multicultural mix of students. Parents and community workers are encouraged to participate in these celebrations. Workshops dealing with leadership development are also conducted Qs. 8. - A list of considerations for proper communication Communication is an integral part of any job, and therefore to be an effective communicator one must first learn to listen to the students carefully and attentively. Since the students are from diverse communities and cultures, care has to be taken to be sensitive to their background. The psychological development of the student too should be taken into consideration for the purpose of effective communication. Familiarizing oneself with the students over a period of time and setting high ethical standards would go a long way in helping a two way communication between the teacher and learner. These skills also require that teachers understand in more than one way the psychological and developmental levels of their students Qs. 9. - Adjustments made to a learning environment There were two students in the class who found it difficult to read the English language. They were unable to structure the sentences in the correct manner. The rest of the children made fun of these students. This led the students to clam up and they did not take active part in the classroom activities. Upon investigation I found that they were non-native speakers of the language. They were used to reading their mother tongue, Hindi, where the alphabets have set sounds unlike English where the pronunciation varies for similar alphabet sequences. When the students were made aware of the differences in the two languages they showed improvement in their English reading skills. Qs.10. – Influence on the chosen activity. The chosen course selected to be presented to the children is a poem which deals with two different views. The children are first made to sit in their respective seats and the poem is read out to them. The students are then made to recite the poem with proper tone and intonation. Later the class is divided into groups of four and made to identify the different views suggested in the poem. After discussion the teacher guides the students towards the main idea portrayed in the poem. At the end of the session the children are given pictures related to the poem which they can color and also write the name of the object which is mentioned in the poem. This activity is influenced by the Behaviorist theory as the children interact with each other and learn. The strategies used in this activity are group learning, peer group teaching, repetition and reinforcement. This activity is equitable and inclusive as all the children are involved and learn on the same platform. Qs. 11. - Types of data collection – Explain any two. There are four types of data collection – namely, Achievement, demographic, perception and program data. a) Achievement Data collection: The aims and objectives that are necessary to impact students learning, periodic assessments and Annual standardized tests and regular monitoring in the classroom are some of the data collected to help follow up the academic and social progress of every child. b) Demographic Data Collection: Such data involving student’s gender, ethnicity and economic background, some special needs of students and the needs of English language learners act as a good guide for the teacher to better understand her students and cater to their needs. Qs. 12. - List 10 reactions/emotions experienced during a difficult behavior situation In every class there are a few students who exhibit very poor behavior which may call for remedial measures by the teacher because it could be dangerous and impact the behavior of the other students in the class. The example I have chosen is –‘Loss of confidence and self – esteem.’ Some of their emotional reactions would be as follows- 1) Slow in grasping, 2) Lack of interest, 3) lack of participation, 4) do not like to socialize, 5) not friendly an outspoken, 6) very poor image of self, 7) no confidence and self esteem, 8) unhealthy, 9) behavioral problems and 10) may be abusive towards the other children. Qs. 13.- Long and short term goals. Long Term Goal – To help an ESL student become an achiever. Short term Goals – a) Provide a lot of opportunities for improvement. b) Lend good support in and out of the classroom. c) Always motivate and encourage the child to take part in the various programs. d) Use interventions and strategies that best suits the child. e) Use a follow up program and assess the child’s progress. Qs. 14. – Describe 3 ways in which you would use one short term goal. Short term goal - Provide a lot of opportunities for improvement. a) Include the child in all the activities in the class. b) Place the child in a peer group for peer teaching. c) Make learning simple by engaging the child in an activity. Qs. 15. – One playground program A unique program for fostering non-violence in schools and in the playground was adopted. In this program the school emphasized on positive playground practice. The students were rewarded for adhering to fair playground practices. The rewards included canteen vouchers and free ice creams. Activities were monitored by peers and the fun activities included passive board games, painting games and sports competitions. Playground behavior was recorded by the teachers. Data collection not only helped in checking misbehavior but in identifying children with exemplary behavior who were then duly rewarded. Appropriate behavior in the playground was defined and students were expected to follow them. Any misbehavior was recorded and categorized. In case of repeated offence the students were referred to remedial programs. Violence resulted in eviction of the offender from the playground. Remedial programs for aggressive students were made available during lunch time when they were allowed to play therapeutic games. In case of children who showed persistent problems, the parents were involved to help in correction of behavior. Greater level of physical activity is obtained with the supply of loose sports equipment like the Hula - hoops, skipping ropes and balls. Supervision by the teacher while children played also helped in increasing the activity level of the children. Qs. 16. – Summary of a schools code of ethics/ conduct The code of ethics and conduct states the principles to be followed by all members of the school in order to promote high ethical standards and values. To this end provisions are made by the school to be fair to one and all and traits such as honesty, sincerity and integrity are imbued. Students are given fair and equal chance to participate in all educational and extra-curricular activities. The policy of inclusion is strictly adhered to, keeping in mind the multi-cultural composition of students. All facilities are made available to all students irrespective of socio-economic background and culture. The school ensures that fair treatment is provided to all. References Behaviorist Learning Theory www.innovativelearning.com/teaching/behaviorism.html Constructivist Learning Theory www.exploratorium.edu/IFI/resources/constructivistlearning.html Identify and Access Risks and Constraints. http://my.tafe.qld.gov.au/GLC/GLC_Human_Welfare_Studies_Services/GLC_CHCEDS502A_TQC_A/topic_1/page_05.htm Well Being Australia – Planting the Peace Virus http://www.wellbeingaustralia.com.au/wba/2009/06/planting-the-peace-virus.html Read More