A guide to teaching practice by Louis Cohen; et al

By Louis Cohen; et al

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We ought not to be too dismissive of this approach. For example the benefits of consistency have been well documented in school effectiveness research, not least in reducing bad behaviour in schools. That this is an important matter is well attested to by the reported incidence of bullying and violence in schools, on pupils and on teachers, reported earlier. Teaching risks becoming a delivery system, a given rather than a negotiated activity. Somewhere buried in the whole picture there are people, not robots.

From one currency to another, from fractions to decimals or percentages) – averages (including mean, median, mode and range where relevant), and – simple given formulae. g. test results, absences, reading ages, student numbers). The literacy test begins with an audio spelling section, then moves to questions on punctuation, grammar and comprehension. It requires student teachers to be able to:12 ● ● ● ● spell correctly, including words which appear in a teacher’s professional written vocabulary punctuate texts with a professional content, in a helpful and consistent way understand and analyse the kind of texts teachers encounter in their professional reading recognise where writing does not conform to standard English, where it fails to make sense and where the style is inappropriate.

An action plan is the outcome of a review of present achievements of the standards and a process wherein the student teacher is guided into electing which standards need to receive attention and when they are to be addressed – in schools and during a student teacher’s course. If a student teacher is to meet the standards during the course then an initial appraisal of ‘threshold’ performance is necessary and becomes the springboard into future action planning. Though the nature of the development of student teach23 ● ● SOME PERSPECTIVES ON TEACHING AND LEARNING ers in principle is student teacher-driven, the reality of the situation is that usually student teachers often do not have the appropriate background or expertise to assess their own performance or to plan for its development.

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