PRINCIPLES OF LEARNING AND TEACHING
WORD COUNT: 1650
This report will identify and discuss key theoretical perspectives that impact on children’s motivation to learn, one of which is a school’s Core Beliefs and Value systems, set out in the school’s principles and policy statements. This important ethos is displayed in the 8th Teacher’s Standard, encouraging teachers to make a positive contribution to the wider life and ethos of the school, develop professional relationships with colleagues, recognise how/when to draw on advice and take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from ...view middle of the document...
This will motivate children’s learning, therefore having a positive impact.
“Adopt new practices”: This is support/suggestions offered by mentors to help me motivate the children through learning.
“Reflect on the experience”: This is an opportunity to discuss new ideas and experiences, which I participated in, in staff meetings.”
As a reflective practitioner it is beneficial to understand the mistakes I make and how to improve, to create a ladder of improvements.
Swan’s (2006) explains that teachers, who reflect on their practices, observe other teachers to compare/gain experiences can create new ideas and approaches to motivate children in the classroom, having a positive impact on their learning.
Another key theoretical perspective that supports children’s motivation to learning is knowing how the brain functions.
Wolfe (2001) suggests that the human brain is the source of cognitive, memory, thoughts and intelligence. However, Kensinger and Corkin (2003) suggest that negatively aroused events are remembered better than neutral events. Alongside, Olsen (2010) claims that negatively charged events are detected by the brain; releasing dopamine, a chemical which aids memory and information processing. Although aiding memory and information processing is good it should be through positive memories, teachers should strive to create positive experiences in the classroom to create positive memories. E.g.: a child may be unable to participate due to a shortage of resources in the classroom; this can create an emotional response. In order to prevent this as a trainee I would ensure enough resources in the classroom to guarantee several engaging opportunities to learn and motivate the children.
The American Physiological Association (2013) states, children learn best when exposed to a variety of ideas, experiences, skills and materials; indicating teachers should ensure several opportunities to motivate children by creating a well-established learning environment.
Well-established routines support learning by incorporating rules; such as adhering to the task, using encouraging body-language, respect amongst students and teachers. These rules promote a positive environment and determine the expectation of behaviour; ensuring children are in a safe environment for learning, therefore motivating them to learn.
Another key theoretical perspective that supports children’s learning is well-established classroom routines. The TAT’s eUpdate (2010) suggests classroom routines positively affect pupils’ academic performance and behaviour. Routines include taking attendance, starting a class and submitting work and minor interruptions such as a broken pencil or arrival of a note from the main office should be avoided. Once followed, routines can be completed with little or no assistance, therefore allowing more opportunity to learn with teachers devoting more time to teaching. (Colvin & Lazar, 1995) (Kosier, 1998).
The 8th Teacher’s standard...