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Increasing self-esteem and motivation in the classroom regarding dyslexia.…
Increasing self-esteem and motivation in the classroom regarding dyslexia.
2. Frustration/ fight or flight, building up self esteem.
Experience something
crying and becoming upset/ Calmed him down/ responded with how to fix the problem. Work together approach. Build up confidence said he wasn't stupid. Let the child become upset and said that was okay.
Reflect on experience
Struggling to access the work low attaining child. Dyslexia and poor working memory- hasn't accessing home learning last year so the topic was not familiar to him.
Add literature to back up point ( Reid dyslexia def study).
Def on what dyslexia is and can affect children in the classroom
Put into practice
Wider ethos of a teacher much more than educator. Link to pre teacher identity- own experience of school with lack of support. The teacher I want to be... creating safe environments. What would I do next time to approach the situation?
Future- implementing strategies in the classroom to build up self esteem in the classroom. Link to support and adaptation in the classroom for teaching standards. Support this with theory.
Reflexivity
Challenging our own beliefs- sensitivity to others.
Teachers need to balance expectations and requirements.
Teacher identity
Behaviourist approach
Positive reinforcement-
Implications- if not all behaviours are positively reinforced, do children just ignore them?
Strength- Children become motivated and the classroom is inclusive of differences.
Future practice- need to keep expectations at an individualised approach.
Skinner (1973) work on reinforcement in the classroom.
3. Issues accessing the work
Experience something
He copies a lot of the work from greater depth partner- not sure of what he needs to do to reason in maths. Critique the issue of not grouping children in lessons for and against.
Wants to work 1-1 with the teacher. Can access the work once explained in smaller steps. E.g using visuals to help him understand mathematical concepts such as place value. This worked well.. lightbulb moment. Works well as an active learner.
Reflect on experience
Relationship with the teacher- may not feel comfortable to gain 1-1 support from her. support with literature. Low attaining currently working at y1 level cannot access curriculum- need to differentiate teaching and work for child. What do theorists say about this?
Schools approach to keep up not catch up- how do I feel about this?
Differentiation of teaching style link to constructivism style of learning learning through solving problems. (Bruner)
Critical analysis of this pedagogy
Put into practice
Stripped back learning to help him to access- dyslexia causes him to be a visual learner. Needs to be an active participant in his learning. Link to my own lesson on Tokyo and how this worked well.
Link to teaching standards need to continually research and adapt my teaching style to suit the needs of the children in my care.
Link to reflection in action- being able to adapt lesson plans when reflecting in the moment in my teaching (teacher identity). with the use of formative assessment to understand children's knowledge
1. Teacher identity & defining dyslexia.
Preservice identity- misconceptions of dyslexia.
How does dyslexia effect Luke? Phonological processing.
Challenging our own beliefs & understanding that these areconstructed. Understanding our own teacher identity. Sensitivityto others understanding their backgrounds and values (Corbin &Strauss, 2015)
need to become more informed in the future to best support children in my care.
Own experiences of school
Hierarchy of academic excellence- effected by own education
How could this then effect Luke with self- esteem?
Incorporate my own teacher identity and that I want children to be motivated and included in sharing excellence.
Humanistic pedagogy
Preparing children in schools means much more than academic success. Need to prepare them for human interaction.