Instructural planning and design Essay Example for Free

Instructural planning and design Essay It is highly recognized by people that strong educational background and good educational status juxtaposed with a strong conviction to reach a goal could alleviate a person’s status in life. I believe that teachers share the burden of the parents for encouraging children to learn. It is highly regarded that teachers are the next person who has the power to sway children to a path towards the future. It is natural then that selecting programs and lessons for the students are vital in honing the abilities of the children and to help them learn more. Apt learning tools then are essentially the number one concern of the teachers. If teachers have the power to influence children then it would be necessary that they take the load seriously. A failure on the part of the teacher might become a loss for the child’s chances in the near future. Teachers in this case then would have to create plans that could holistically hone the capabilities and abilities of the children as well as encouraging them towards the path of a future determined to attain better education. The best way to do this then is that the teacher should be able to create plans that are recreational in nature as well as informative. I believe that the best way for creating this atmosphere is for teachers to be able to share the enthusiasm that he/she may have for the particular subject that he/she is teaching. Over enthusiasm might be too much optimism but enough impression could leave a definite mark on the children. I find it helpful to create an atmosphere that knowledge could give us the power. Along with this ambiance are the suitable programs and lessons that would be discussed in class. The first thing to consider then is the instructional levels. This level is where a teacher would gauge his/her lessons to a right medium of instruction that he/she would adopt. Dealing with pre-school students would require patience and a level of instruction fit for the students. Take for example in teaching children to read. It should be noted by the teacher that the best way to do this is for him/her to be able to recognize the reading capabilities of each and every student that he/she is handling. The first thing to notice here then is to see if whether or not the capacities of the students are somewhat in tuned with each other. It seems that there would be instances where reading lessons would elicit different responses form the students. The most important thing that the teacher should be able to grasp here is that in the formative years of the children, there could be instances that learning disabilities might occur. Necessarily, the teacher should be able to identify these problems so that he/she could be able to address these problems. A good start would be for the teachers to encourage children to read aloud in the classroom and establish ways that could gain the participation of the children. There would be instances that a child might be reluctant to read in front of the class since he/she would fear to commit mistakes. That is why encouragement is a best solution. The development levels of each if these students may vary then. The background of the students would have to be taken into consideration. There are natural instances that a student may develop faster than others. So in this case the teacher should be able to devise a plan that would encourage the fast learners without disregarding those who are slow to catch up. It is appropriate this way since this would not promote discrimination. Discrimination might only lead to a child to be discouraged about his/her skills. Aside from the proper instructional level, the teacher should be able to grasp the development levels of each student that she has. A best way to do this is through the non verbal communication between you and the students. A simple frown might be seen in different ways but inside a classroom it could be seen as not being able to understand what was said. As what was implied above, it would then be healthy for teachers to be able to adjust along the way for the benefit of the entirety of the class (Siobhan Leahy, 2005). A good example to address developmental level is for the teacher to realize which level he/she is teaching. A math subject during the formative years would be essential for the secondary level of the students. It would then be advisable that the teacher focus on creating an atmosphere where children would not have to resort memorization but also have the full understanding of what they are memorizing. The next thing to be considered is the learning disabilities of the students. Younger children could have the ability to learn to hide these disabilities that is why teachers are suggested to have constant vigilance. It is not an easy task to know which student have learning disabilities and people could not automatically tell (Learning Disabilities, 2007). An example for this instance is a student who is dyslexic. Having a hard time to decipher words and letters is problem for the students and teachers as well since this could hinder the progress that is needed for the student. What the teacher could do if he/she would encounter this problem is to approach the student in a way that would not embarrass him/her. After such deed would be done, the best way for children to catch up with this disability is for the teacher to suggest tutors for the child. This tutor may be the teacher or a special teacher or the parents of the child who has full knowledge in addressing this problem. Alerting the parents could very well help in this instance. In a classroom setting the teacher could devise a lesson plan that could help by using the other senses of the children. It was said that multi-sensory teaching in the classroom could help improve a child’s learning disability. Perusing of the sense of touch could be helpful by asking the students to have a creative output of the letters or numbers. Creative in a sense that the teacher could make the letters or numbers be available for the sense of touch especially when it could help the children cling to have a tangible image of what they are reading (Bradford, 2000). Going back to the reading levels, a teacher then should be able to use appropriate reading materials that his/her students would need. As I have repeatedly said earlier, students’ reaction to a reading material may vary and their abilities may also vary. In this aspect, the teacher could be able to help the child’s development through the parents or the family. It was said that the family, especially the parents, have a great influence on the child. A home conducive for learning is the best recourse for this problem. Of course this may be a problem since not all households are the same for the children. It would then be the responsibility of the teacher to double her efforts in teaching the children. As was also suggested above, teachers should be flexible enough for the betterment of his/her teaching strategies. It would then be necessary that the teacher could be able to devise a concrete curriculum. This curriculum then could serve as a rough draft of what the teacher ought to achieve by the end of every semester. Naturally, these curriculums are usually rigid. Creating a flexible curriculum then could be the best recourse especially when taking into consideration what was said above. The importance of this alignment of curricular goals is that would generate a standard that the teacher ought to be teaching the child at the same time it could give him/her a better idea of what should be learned in the level of what he/she is teaching. The standard then could be checked through the standards of the school. Making the curriculum flexible then would mean that the standards are there but the activities that would be done would vary from time to time especially when other teachers have a tendency to just create a repetitive scene or method of what they were doing for the past years that they were teaching. Take for example, if a teacher is teaching the basics of math and number then arranging the lesson plan according to the standards set would help and then activities would become flexible according to the necessity that these activities would have for a certain aspect of the subject. Some students seldom aim in ‘getting by’ the subject without full understanding that upon reaching the secondary level of math, they have a hard time grasping the complexities that are presented to them. It is essential then that the teacher choose curriculums and activities fit for the goal of understanding math rather than just letting the students memorize the numbers. Leaving a certain shadow of the numbers in the back of a child’s mind would be helpful. In doing what was suggested as a solution for the learning disability, the teacher could then leave the impression of a memory that the child could easily access in his/her mind. Let’s say the number ‘5’, a string glued to the shape of a ‘5’ could help a child in remembering that a five usually feels like making an‘s’ but with a much rigid first curve above and a horizontal line for the top. The plans and how the teachers execute these plans would have to be taken into consideration. Becoming a teacher is no mean feat especially when you have the power to influence the students and it is up to the teacher therefore on how a student might perceive the educational perspective in life. References Bradford, J. (2000). Using Multisensory Teaching Method.Retrieved September 5, 2007, from http://www. dyslexia-parent. com/mag30. html Learning Disabilities. (2007). Retrieved August 21, 2007, from http://www. kidshealth. org/PageManager. jsp? dn=KidsHealthlic=1article_set=32422cat_id=20167 Siobhan Leahy, C. L. , Marnie Thompson, Dylan Wiliam. (2005). Classroom Assessment: Minute by Minute, Day by Day [Electronic Version]. Assessment to Promote Learning, 63, 19-24. Retrieved August 21, 2007 from http://www. ascd. org/portal/site/ascd/template. MAXIMIZE/menuitem. 459dee008f99653fb85516f762108a0c/? javax. portlet. tpst=d5b9c0fa1a493266805516f762108a0c_ws_MXjavax.portlet. 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