Oleg Nurmuradov's Portfolio
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Planning for Learning
Contextual variables affect teaching and learning
As a future teacher I believe that you require many qualities but one of the most important qualities that a teacher can possess is being quick on their feet, to be able to adapt to the changes and come up with a new plan of action at the moment of the lesson. As a teacher you need to be able to observe the students and be able to understand when they are interested and when they are not and to adapt and change your lesson to make sure the students are staying interested and therefore are able to focus and learn. During my practicum I got plenty of opportunity to build a lessons plan and lead them in class. When leading the lesson in my practicum I was observing that the students were very interested and highly active in the first activity, when I moved on with the lesson and introduced a new game to the students they seemed to lose interest, and the incentive to participate and while teaching I was able to observe that and decided to change back to the first activity that they students enjoyed. After changing back to the first activity I noticed that more students were participating and were having a great time while learning about the subject, basketball.
Programs of Study
Throughout the semester in my Kinesiology 281 (Intro to Movement Activities of Children & Youth), we have been taught how to build a lesson Plan that include games and activities for the Physical Education class for K-6 grade students as well making sure that the lesson plan includes the General Outcomes and specific outcomes for the students, the outcomes are taking from the Alberta Physical Education Curriculum.
The subject disciplines they teach
Throughout my first year at the college in both of my education courses (EDTS 232, 234B) we have learned the teacher qualities, who is the student, how to build great relationships with the students and faculty, we also learned the assumptions that we should not make as teachers.
Translate curriculum & outcomes into learning opportunities for students
During the first semester I took a course, called Kinesiology 240 (Adapted Physical Education) during which I learned how to build a lesson plan for students that had a disability, the lesson plan had to be based on physical education games and activities which also taught them the fundamental skills required by the Alberta Education Curriculum, such fundamental skills as running, catching, throwing, and dodging. While building a lesson for each class we had to modify games and activities for our student based on his disability and his abilities to perform certain fundamental skills. As a teacher you need to have the ability to modify certain activities to make sure they fulfill the students’ needs as well making sure that you are not excluding the student from the rest of the class.
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Facilitating Learning
Learning Styles/Instructional Strategies
As teachers we need to understand that one size fits all does not work for educating students anymore. Each student learns ar their own pace and their own ways, and this is where Multiple Intelligences comes in to play. During EDTS class we were assigned to make a lesson plan, and while building the lesson plan we made sure to incorporate as many multiple intelligences as possible for every student to feel part of learning and succeeding in class.
Resources
Computers and related electronic resources have come to play a central role in education. Whatever your feelings about what some have called the digital revolution, we as teachers must accept that many, perhaps most, of our students are fully immersed in it. At the very simplest level, we will rarely receive a paper or other assignment from a student that has not been written with the help of a computer. Even as teahers we are using computers to write our lesson plans such as seen by the arrow. So we as teachers must learn and educate ourselves about the resources before we can educate the students.
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Assessment
What is Assessment? Where do we want students to be at the end of a course or a program? And how will we know if they get there? Those two the questions that we need to ask. Although there is a lot of talk going around about assessment and the ways of attaining it these days, assessment itself is nothing new. If you’ve ever given an exam, led a discussion, or assigned a project – and used what you discovered about student learning to refine your teaching – you’ve engaged in assessment. Assessment is simply the process of collecting information about student learning and performance to improve education, it can be formal and informal type.
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Classroom Environment
The best way to develop and maintain a positive learning environment is for a teacher to be willing to establish a caring relationship with each student, learn about a student’s individual needs and strengths, and provide the support and encouragement each student needs to be a successful learner.There are no magical solutions to achieving this goal. Although there are some general guidelines that work successfully for many effective strategies, the important thing to keep in mind about managing the learning environment is that it is an ongoing active process in which the teacher must be a careful observer, communicator, facilitator, and manager. Therefore the steps to achieving that is by organizing and creating your classroom that best facilitates the students and their needs.
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Professional Responsibilities
The Alberta Teachers' Association states that "The general purpose of education is the full development of the potential of each individual. Society, of which teachers are a part, establishes the goals of education and the organizational framework within which formal education occurs. In its broadest sense, teaching is a process which facilitates learning. Formal teaching activities are based on the specialized application of the learning process adapted to meet the educational needs of the learner." As future teachers and members of the Alberta Teachers' Association we must know that we are held to the following rights and must accept the corresponding responsibilities. A few examples of the rights are as follows:
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The teacher treats pupils with dignity and respect and is considerate of their circumstances.
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The teacher does not undermine the confidence of pupils in other teachers.
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The teacher acts in a manner which maintains the honour and dignity of the profession.
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The teacher adheres to agreements negotiated on the teacher's behalf by the Association.
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The teacher is responsible for diagnosing educational needs, prescribing and implementing instructional programs and evaluating progress of pupils