Partner Teacher Symposium 13 June 20 .


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Associate Teacher Symposium 13 June 2009 Beginning Associate Teachers Debora Lee. Introductions Share a student experience Role of the Associate Teacher Identify principles Learning on practicum Dialogue and feedback Managing workload. Share a positive experience of an
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Relate Teacher Symposium 13 June 2009 Beginning Associate Teachers Debora Lee

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Introductions Share an understudy encounter Role of the Associate Teacher Identify standards Learning on practicum Dialog and input Managing workload

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Share a positive affair of a associate instructor from your educator training What have you gained from this for your practice as an AT?

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What do you see as the part of the Associate Teacher?

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Research discoveries What and how understudy educators learn amid the practicum relies on the learning setting and an ability to oversee both self and the mind boggling learning environment.

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An imperative connection exists between feelings, connections, adequacy and learning Associate instructors can improve understudy learning by: helping understudies create certainty being an able good example helping understudies to decipher what they watch/see and do permitting open door for understudies to trial thoughts, consider their hone and take part in follow-up talk helping understudies to make associations amongst hypothesis and practice viewing understudies as grown-ups proficient partners (Pinder, 2008)

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Role of the Associate Teacher Provide open doors for understudies to: increase useful experience build new learning, information and comprehension experiment with thoughts and speculations to test and modify them practically speaking

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Role of Associate Teacher watch understudy\'s showing model and examine possess appraisal, planning, educating, assessing and reflecting acquaint understudy with educators and families accept into focus\' arrangements and programme

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give support and consolation screen advance painstakingly examine understudy duties and cooperation/commitments give consistent verbal and composed feedback examine any worries with understudy and VL

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see understudy as a professional colleague bolster reflection add to the triadic evaluation process finish documentation

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Principles Create a mentality of receptivity Seek alternate points of view Learn from clashing thoughts Find partners to bolster your learning Explore the question "why" to challenge considering (Curtis & Carter, 2008)

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Questions? What questions do you have about being an Associate Teacher? What potential circumstances concern you?

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Dialog and input Prompts can act to advance reflection and talk. They are helpful for: Guiding Clarifying importance Challenging Expressing emotions Enabling Valuing Anouk Graav

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Guiding Have you attempted… Would it be a smart thought if… How about… Let\'s take a gander at this specific issue… How about in the event that we attempted to… I recommend you…

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Clarifying significance What is your comprehension of… ? Just to be clear, are these the principle focuses? A case of that would be… ? It helps me to remember… What might you truly want to do?

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Challenging Are you mindful that… ? I have seen that… I have a feeling that… I feel uncomfortable when… We concurred on … but then… It appears like…

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Feeling What are the sentiments that may square progress? How are you feeling at this moment? Will you possess that? Let\'s assume "I" as opposed to "you"?

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Enabling Tell me more… What else do you have to consider? What are you considering? How does that influence you? What necessities to happen for you to feel you are advancing? How does that abandon you?

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Valuing I thoroughly regard… I esteem/value your… I recognize… I comprehend what it must resemble… I might want to promise you that you are not the just a single encountering this…

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Managing workload Set particular circumstances to meet with understudy teacher every week Early in the practicum give clear rules as to your desires Weekly composed criticism spares time View little sums or composed work regularly Be mindful that it is not the AT\'s part to revise composed street number any issues instantly they emerge

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Positives "Feelings are at the heart of educating. Great educating is accused of positive emotion. Great educators are enthusiastic energetic creatures who interface with their understudies" (Hargreaves, 1998).

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Positives Learning new methodologies and speculations Gaining background with evaluation Maintaining joins with tertiary institutions Developing systems in group Professional improvement Fee diminishment for BEd Professional test Personal fulfillment

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References Carter, D. & Curtis, M. (2008). Adapting together with youthful children: An educational programs system for intelligent educators. St. Paul, Canada: Redleaf Press. Graav, A. (2008). www.globalresonance.com Pinder, H. (2008). Exploring the practicum: Student educator perspectives on their learning. Unpublished Master of Education Thesis, The University of Auckland, Auckland, New Zealand.

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