This 10/2023

BUED 355 GENERAL TEACHING PRACTICE METHODS

ANSWER ALL THE QUESTIONS
EACH QUESTION CARRIES 2 (TWO MARKS)

1 Prepare schemes of work, lesson plans and records of work.

2 Discuss practical ways of classroom management and control.5.
Build excitement in your classroom
If you hook your pupils in their learning, they are more than likely
going to stay engaged with your teaching. When children are
interested in their learning, they will more than likely stay
engaged, and this limits disruption. Get your class involved in their
learning through the use of pupils' voices. What do your students
want to learn? Give them ownership over their education. How can
you build excitement in the classroom?
Incorporate mystery in the classroom - keep your class guessing,
whether this is through the activity or the learning aspect.
Try not to be repetitive - always using the same teaching method
can lead your children to become disinterested in their learning.
Mix things up, using different teaching methods, such as; drama
techniques, discussions, or technology.
Ensure your lessons are interactive
If possible, link your young learners' lives to the lesson
When possible, let your children lead the lesson - use their
curiosity to navigate the lesson
6. Build strong relationships with your students
Arguably, the biggest motivator for children to behave well in
school is to maintain a positive relationship with their teachers. If
there is an established foundation of mutual trust and kindness,
children will want to behave well, not simply because the rules say
they should, but because they respect the person who has set the
rules. Building this kind of relationship is not always easy, and will
be much more challenging with some students than others.
However, regardless of how much effort you have to put in, the
result will always be worth it.

There are a number of practical things that you can do to put this
classroom management strategy into practice. One of the most
important things is making sure each child feels seen, heard and
appreciated in your classroom. You can do this by taking measures
to remember personal details about their lives, like jotting down
everyone’s birthday, family situation, hobbies, favourite food etc.
Being able to enquire about these things and recognise each child
as an individual will help you build a positive relationship with
your pupils.

7. Make a note of the class rules

Once you have established a set of classroom rules with your
children, it is crucial that they are not thrown to the wayside, but,
instead, regularly reaffirmed and remembered.
In order to help your class remember the rules that you all agreed
upon, you can write or print them out and hang them up on the
wall in your classroom. This can be a fun, collaborative process
that you do as a whole class, collectively deciding on how you
want to decorate the rules. Alternatively, to save time, you can do
it on your own and just place it somewhere in the classroom that
everyone can see.

Being able to see the class rules will be super helpful in making
sure your child abides by them and takes some agency over
maintaining their own behaviour. For instance, if children are
misbehaving, you can point them to the classroom rules and ask
them to remind you of the rules you all established together.

8. Give out rewards for good behaviour

Positive reinforcement is another of the most effective classroom
management strategies on this list. In order to avoid creating a
negative environment, it is important that not only do you punish
negative behaviour, but also affirm and reward good behaviour.

When rewarding children for good behaviour, it’s a good idea to

get as specific as possible. Singling out certain pupils at the end of
a lesson or school day for their positive behaviour is a super
impactful classroom management strategy. Not only will it
motivate the chosen pupils to keep behaving well, but it will also
inspire the other pupils to behave well.
The positive behaviour that you are rewarding does not need to be
extravagant. You can recognise small behaviours that so often go
unnoticed, such as listening well and being kind to others.

9. Get your kids moving as often as possible

Sitting still for long periods of time is tough for people of any age,
but especially for kids. If you don’t incorporate movement into
your lessons, your students can end up getting restless and their
behaviours can slip. The movement itself does not have to be huge.
It can simply be getting up and walking around the classroom for a
few minutes between lessons. This small amount of activity can
help children to refocus their minds and attention and get ready to
start learning again. You can also incorporate movement into your
lessons so that children can move while they learn!

10. Look out for all different types of learners

Last up on our list of classroom management strategies, is to
accommodate all types of learners. Every child is different and, as
such, will respond better to different types of classroom
management techniques. For instance, some kids will respond best
to getting gifts as rewards for good behaviour, whilst others may
prefer to be affirmed through words and praise. In order to
accommodate all of the different types of learners in your
classroom, it is crucial that you use a diverse range of classroom
management techniques Classroom management strategies
Twinkl has compiled research to provide you with our top
classroom management strategies to help you tackle disruptive
behaviours.

1. Model Behaviour
A great classroom management strategy that every teacher uses is
to model the behaviour you expect your students to show.
Modelling behaviours effectively teaches your pupils how to act
both in and out of the classroom and has proven to be the most
effective classroom management strategy. How can I model
behaviour?

Use polite language

Maintain eye contact
Communicate effectively and respectfully if something is upsetting
you or affecting you
Let others speak

2. Create a class charter

During the first week of school in September, create a charter
together with your class. Involving your young learners in the rules
that will be set in your classroom will help them feel part of the
decision-making process, and they will more than likely follow
these rules. Start a discussion with your students on what they
believe is appropriate behaviour, trust me, they will have a lot of
answers! Once you have created a class charter, you and your class
can sign it to state you will abide by these rules. What rules could
we make for our class charter?
Keep your hands and feet to yourself
Raise your hand if you wish to say something
Follow instructions the first time
Be kind
Keep our classroom neat and tidy
Try our best
Have fun

3. Try positive reinforcement as opposed to negative

For minor disruptions, take a positive look rather than punishing
disruptions. This will help build your student-teacher relationship
and make the classroom a nurturing and supportive place. How can
I do this?
Instead of telling a child to stop talking and disrupting others, ask -
do you have a question?
If a child is swinging on their chair, instead saying 'Stop swinging
on your chair', praise others around them for sitting on their chair
properly.
This allows you to keep a safe and friendly learning environment
while addressing minor disruptive behaviours positively.
Of course, not all behaviours are minor and in these instances, you
need to use your professional judgement to decide if the behaviour
warrants a sanction or discussion with leadership.

4. Praise
Praising students for any accomplishments improves both
academic and behaviour performance, and is an evidence-based
classroom management strategy. Praise has many benefits,
including:
Inspires the class
Improves a student's self-esteem
Reinforced rules and values in your classroom
When you praise their positive behaviour, children are more than
likely to repeat it. When delivering praise, be specific, clear and
praise the process as well as the action
3 Examine critically tests and testing techniques.Read the full text
About

Abstract
Unlike standardized tests, classroom assessment is often designed
by teachers, although the classroom test can be pre-packaged. The
classroom test can consist of selected and constructed responses,
like many standardized assessments, or it can be performance-
based. The advantage is that teachers can assess what was actually
taught and if students have met the learning target. Classroom tests
serve several purposes including formative and summative.
Teachers need to consider several issues when designing
assessments including validity, reliability, bias, and balance. The
logistics of classroom assessments need consideration, such as the
testing environment and what students will do once they finish.
Grading and providing feedback are also aspects of test design
4 Define the concept of communication
Ans=>Communication is the sending and receiving of information
and can be one-on-one or between groups of people, and can be
face-to-face or through communication devices. Communication
requires a sender, the person who initiates communication, to
transfer their thoughts or encode a message. This message is sent
to the receiver, a person who receives the message, and finally, the
receiver must decode, or interpret the message.

5 Discuss the tools of communication

6 What is motivation?
7 How do Maslow view motivation,
Ans=>Psychologist Maslow defined motivation on the basis of
human demands and needs. He expressed that felt need is the basis
of motivation (Maslow, 1954). His valuable work' Need Hierarchy
Mode.
8 What is motivation?
Ans=>Motivation refers to a process of inducing and stimulating
an individual to act in certain manner. In the context of an
organisation, motivation implies encouraging and urging the
employees to perform to the best of their capabilities so as to
achieve the desired goals of the organisation. In other words, it
refers to driving the individual psychologically so as to induce his
willingness to work and perform better. In an organisation
motivation can take various forms such as promotion, appraisal,
recognition, etc. depending on the expectations and desires of the
employee. For example, an appraisal may act as a motivating
factor for an employee to improve performance. Similarly, for
another employee praise from the senior may motivate him to
further improve the performance.
9 How do Maslow view motivation, motivation is a force, which
induces employees to act in a desired manner (Koontz et al., 1987).
Psychologist Maslow defined motivation on the basis of human
demands and needs. He expressed that felt need is the basis of
motivation (Maslow, 1954). His valuable work' Need Hierarchy
Model' comprises five stages need level including physiological
needs, security needs, social needs, ego or esteem needs and self-
actualization needs. Lawler and Suttle (1972) found a little
evidence of human needs for a hierarchy and described two levels
of needs like biological needs which emerge only when the
10 Discuss the process of learning
11 What are “aims, goals and objectives?
Ans=>
In any endeavour, being able to distinguish between your goals,
aims and objectives is crucial to your success. What's the
difference between the three? In simple terms, a goal is long term,
so it's something you work towards. Your goals may thus be some
way off in the future and thus take time to achieve, even years in
some cases! An aim is a single statement of your purpose.
Meanwhile, your aim says why you're doing the things you're
doing right now. And finally, your objectives are a series of tasks
that you complete to achieve your aim.

Let's dive into each aspect in more detail to really define the
difference between goals, aims and objectives.

Goals
Setting goals in life is essential. Otherwise, you aimlessly drift
around, hoping for the best to happen. You can avoid that by using
the SMART framework to help you think about and craft highly
effective, achievable goals in a way that ensures you'll recognise
the moment you've achieved whatever goals you've set. If you've
spent any time on this website, you're probably familiar with
SMART goals. But if not, I've put a link below to my SMART
Goals article.

So me years ago, I had a life goal to work for a blue-chip company.

It took me several years – and a lot of hard work – to achieve that
goal. I eventually joined Unilever, the consumer goods giant, in
1998 and spent 23 glorious years working in their IT department.
I reached that goal by never taking my eyes off the ultimate prize. I
was determined to succeed, working and studying for a
postgraduate Master of Business Administration (MBA), building
my professional network and IT knowledge until the day came
when I achieved my goal, my vision.

Often, the secret to achieving any goal is stickability – to stick to

it. Many capable people fail simply because they give up too soon.
The lesson here? Keep going even when all may seem lost – if
you've set SMART goals, you'll know exactly what it'll take for
you to achieve them.

Now, suppose you've defined a goal and made it SMART. Let's

look at aims and how they work, including in conjunction with
your goal.

Large silver letters reading never give up on top of a black box

Aims
An aim is a single statement of purpose and a stepping stone
towards your overall goal. For instance, as part of my goal to work
for a blue-chip company, I had the aim to complete an MBA.
Without a higher qualification, I believed that I wouldn't clear the
first hurdle of being offered an interview. This aim became my
focus for 3 years, culminating in my graduation ceremony and that
all-important certificate. And if you're wondering, my MBA was
indeed the decisive factor in getting an interview at Unilever's
corporate headquarters.
Of course, you may be simultaneously working on more than one
aim – which is just fine – but don't lose sight of your overall goal.
Ask yourself whether your aims are driving you closer to that goal.
If the aims aren't still relevant, stop to reassess and recalibrate your
aims to help get back on track.

Now that you've got a better understanding of aims, what about

your objectives? How do they work?

Objectives
Your objectives describe a series of tasks and activities that, if
completed, enable you to achieve an aim. Objectives not only map
directly onto an aim but also have a start and end date. In my case,
my objectives were studying in the evenings and completing the
dozens of time-based assignments for my MBA. Each assignment I
completed moved me one step closer to my aim.

But there was another benefit as well: over the 3 years of earning
my MBA, a lot of the work helped hone my skills in the
workplace. I became better at strategy development, budget
management, project management, statistical analysis, research
and reporting. I knew that if the blue-chip goal failed, I still wanted
to be the best in my current employment. Even if I never reached
my goal, I was gaining many new skills along the way.
12 What is the purpose of objectives?Objectives operationally
support goals and are measurable, verifiable statements of
intermediate tasks that must be accomplished for goal attainment.
Objectives help define goals, identify conflicting activities, guide
elements of the decision-making process, and ensure accountability
of personnel within an organization. Without clearly defined goals
and supporting objectives, goal displacement often occurs. Goal-
and objective-setting are influenced by values. Values are personal
standards as to what is good or bad, fair or unfair, and hence
influence our decisions. The more incongruent the participants'
values are in an organization, the more difficult it is to determine
and reach an organization's goals and objectives. Values influence
the allocation process: How much is allocated/ Who gets what/ The
fisheries management process suffers from the lack of recognizing
the roles and dynamics of goals, objectives, and values in effective
fisheries management. We conclude that not understanding these
concepts and their interactions is a major factor in causing conflicts
in the fisheries management process.
13 What are general objectives.
A general objective is a statement that communicates the overall
goal of a research or study project in a single sentence. While it
does need to be specific, this type of objective is always broad and
usually refers to a project goal that would be achieved if most or
all of the specific objectives were achieved.
14 Outline specific objectives.
Ans=> Specific objectives state the smaller actionable goals that
lead to fulfilling the general objective. These are always more
focused, with each new specific objective building from the last to
create a clear plan of action.
15 Define Bloom’s taxonomy.
 Ans=>Bloom's taxonomy is a set of three hierarchical models used
for classification of educational learning objectives into levels of
complexity and specificity. The three lists cover the learning
objectives in cognitive, affective and psychomotor domains

DUE DATE: 31ST OCTOBER 2023 AT 12:0

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Social learning theory: Bandura's 5 key steps of the learning process

In this article we have a brief look at the social learning theory by Bandura and we also gather the
principal five steps that he assures to conform the learning process.

How many times have you watched someone doing a particular task and, after having taken notice for a
while, you have tried to replicate the same? Let's say you watch people play a game and pay attention to
how they play and then, with the information that you recompilate, you start playing the game as well.
This mimic behaviour is what Bandura believes to result in learning.

“Fortunately, most human behaviour is learned observationally through modeling from others. From
observing others one forms an idea of how new behaviors are performed, and on later occasions, this
coded information serves as a guide for action.”

– Albert Bandura As the creator of the concept of social learning theory, Bandura proposes five essential
steps in order for the learning to take place: observation, attention, retention, reproduction, and
motivation. Let's have a look at how these work.

1. Learning through observation

The key to the social learning theory is that we observe certain behaviours and then, after a few mental
processes that we will see down below, we imitate them. However, according to Bandura, observation
in itself does not always guarantee the behaviour to be learned. In addition to observing, he also added
other four mediational processes.
2. Paying attention

The learner needs to pay attention. If he or she is distracted, it will probably affect the quality of
learning. Being focused on the task at hand becomes the first step for retaining the information and
getting to acquire the knowledge. In this way, the behaviour that we are trying to imitate has to grab our
attention, so that no external factors become distractions.

3. Retention

How much do you remember from what you have observed in order to reproduce it? This is what
retention is based on, on how well that behaviour is remembered. It is important to have a good
memory of the behaviour we are trying to imitate that we can refer to.

Social Learning Theory is key to understand the learning process

Social Learning Theory is key to understand the learning process

4. Reproduction

All of the steps above bring us to this final one, the reproduction of the behaviour/task that we have
observed. After having observed, paid attention to and remembered the behaviour/task, we should be
able to perform it ourselves. However, following all these steps will not guarantee the correct
reproduction of the behaviour since other factors may influence the performance, such as the limitation
of our physical ability. Imagine an 85 year old woman who watches a young boy doing parkour; she may
be able to observe and theoretically learn how it is done, but because of her physical state, she may not
be able to do it herself.

5. The importance of motivation

Of course, reproduction of the behaviour/task would not be possible without the will to do it.
Motivation could be considered one of the most important principles of the social learning theory; all of
the rest rely on it. Here, both reinforcement and punishment play an essential role. If the observer does
not see a favourable outcome of the behaviour he or she is paying attention to, he or she will not be
motivated towards imitating it.

Now that we have seen how Bandura's theory works, and in order to conclude, let's see how it can be
applied to the real world, or, more concretely, to the world of education. There is no doubt that the
social learning theory is highly beneficial for the educational field since teachers can provide students
with positive role models for them to follow in a motivational environment. Another concept that comes
from the social learning theory and which also becomes key in the learning of the students is self-
efficacy. The concept, which basically means the belief in one's abilities, is highly regarded by Bandura,
who says:

“In order to succeed, people need a sense of self-efficacy, to struggle together with resilience to meet
the inevitable obstacles and inequities of life.”

There you have it; if we motivate students and help them build their self-efficacy, they will approach the
challenges in a better light and will be encouraged to keep growing. And, although self-belief does not
always ensure success, it surely adds more ballots to the lottery.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall,Inc.

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