ONLINE CLASS PARTICIPATION

1. Discuss four types of knowledge that should be mastered by effective teachers as

mentioned by Morrison (2012).

As professionals, teachers need to base their judgements, actions and business related
decisions on a specialized and systematized collection of information, informed by research
and practice (Guerriero, 2017[1]). Teachers need to use scientific information and proof to
design and execute powerful lessons. To justify decisions professional teachers use approved
principles and theories. Teachers actually should routinely refresh their insight to the state-of-
the-workmanship on teaching and learning, as new insights rise clumsy and research or are
shared through professional communities.

There are great arguments for considering educator information, especially instructive
information, a fundamental mainstay of instructor professionalism. Firstly, existing
definitions usually allude to a specialized group of information as a constituent characteristic
of educator professionalism, while different characteristics fluctuate (see Box 1.1). Secondly,
a profession-specific group of information that informs practice is also used as a rule to
separate different professions such as doctors or lawyers from non-professions (Snoek,
2010[10]; Demirkasimoglu, 2010[9]; Guerriero, 2017[1]). Thirdly, a strong information base
and expertise are prerequisites for different elements of professionalism. For instance,
professions might be entrusted with more significant levels of independence over their work,
on the off chance that they can assure an elevated degree of expertise and information and,
thus, a top notch of training and decisions (Goodwin, 2011[4]; Guerriero, 2017[1]).

Teaching is a complicated task just mastered by a skilled and educated labor force. Teachers
need to work play out numerous tasks simultaneously: They screen the class, urge and give
input to individual students and groups and quiet down disruptive or noisy students during
bunch. Normally, the information base this requires is also perplexing (see Box 1.2). To
design and execute powerful teaching and learning environments, teachers need to draw on
various types of information, including content information (information on the substance
and subject matter in mathematics, history, craftsmanship and so on) and academic
information (information on the most proficient method to establish viable teaching and
learning environments for students).
2. Discuss the different roles of a practitioner.

Practitioners need to help each child to learn. They must recognise the child's current
understanding and achievements and know what the child's next steps could be. This may
involve the practitioner and the child working together in an activity chosen by the child. The
practitioner can help children to achieve something new, that they could not yet do
independently. It may involve the practitioner in talking with the child to establish what he or
she understands. The practitioner also needs to know what misconceptions the child holds
about, for example, how letters represent the sounds in speech. Such information will provide
the evidence for the practitioner's judgement about what the child needs to be taught and
helped with. In these processes, both the child and the practitioner play an active role
together.

Practitioners need to help each child to learn. They must recognise the child's current
understanding and achievements and know what the child's next steps could be. This may
involve the practitioner and the child working together in an activity chosen by the child. The
practitioner can help children to achieve something new, that they could not yet do
independently. It may involve the practitioner in talking with the child to establish what he or
she understands. The practitioner also needs to know what misconceptions the child holds
about, for example, how letters represent the sounds in speech. Such information will provide
the evidence for the practitioner's judgement about what the child needs to be taught and
helped with. In these processes, both the child and the practitioner play an active role
together.

(a) Ready or not

On the other hand, when the children are all expected to do the level one worksheet in the
writing scheme in the same week, they are just passive recipients. There is no planning here
for the children's different types of understanding about writing, or for their different levels of
fine motor control. Likewise, practitioners are taking a passive role if they are simply waiting
for signs that a child is 'ready', according to an assessment checklist, to start to learn about
reading or writing.
With the 'readiness' approach, the most capable children in the eyes of the practitioner receive
more interaction and teaching, whereas the less capable children are left with less support and
planning. Once these kinds of gaps open up, they can widen rapidly. The children who
experience early success get positive feedback and then more teaching. They achieve more
success. The children who experience failure start to feel that they are incapable of learning
about reading and writing. They will soon become disaffected.

(b) Hard evidence

Practitioners need good and manageable systems for recording children's achievements. At
the heart of this is collecting evidence of what children are actually doing. This means writing
regular observations and analysing them to determine the next steps of planning and teaching.
It means talking regularly with parents and carers and coming to a shared viewpoint about
each child's interests, needs and achievements.

This process of assessment needs to be mapped on a framework of children's learning and

development, if it is going to help the child to make progress. Otherwise practitioners may be
building up a lot of information about children, but finding it difficult to turn it into effective
planning. The Sheffield Early Literacy Development Profile (included in Cathy Nutbrown's
Recognising Early Literacy Development, Paul Chapman Publishing, 15.99) requires more
practitioner time than most settings could manage. But it can be used as a starting point to
developing your own 'map' of indicators that children are learning about literacy.

3. Discuss how to communicate effectively with young children.

(a) Explaining feelings

To help your child develop emotional intelligence, it is important for them to learn how to
name their feelings. When your child is expressing their feelings verbally, listen to what they
have to say with empathy and without judgment. Consider what life looks like through their
eyes. If your little one is expressing their feelings in a nonverbal way for example through a
temper tantrum or laughing and having fun doing an activity they enjoy help them put words
to how they feel, such as happy, sad, relaxed, hurt, scared, hungry, proud, sleepy, angry,
helpless, irritated, embarrassed or joyful.

(b) Using ‘noticing’ statements

When you praise your child for specific actions, it helps them to feel good about themselves
and lets them know what behaviors you like. Instead of saying “good job!” try being more
specific with a ‘noticing statement’: “I noticed that you put all of your toys away after
playtime. Nice work!”

(c) Having fun together

As your children grow, parenting can seem like a more serious task. That’s why it is all the
more important to have fun together and enjoy lighthearted conversation – it’s a great way to
strengthen your relationship! Find ways to relate to your child by saying something positive
about something they care about, paying attention to their interests and joking together.
Remember, laugh with your child but never at your child.

(d) Focusing on behaviour

If you are upset with your child about something, make sure that your criticism and
comments are directed at their behaviour and not at them as a person. For example, instead of
“I don’t like that you are messy” try “I don’t like it when you leave your clothes all over the
floor.”

(e) Leading by example

Consider what example you are setting. Parents are children’s introduction to the world. What
your child sees you do is as important as what they hear you say. Only make a promise to
your child that you are sure you can keep. This helps to build and maintain trust between you
and your children.