The role of pedagogy in Fourth grade classroom

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In a class, the objective is to have students learn new concepts and assimilate them to have meaning impact in their lives. While this is aspired by many, not as many teachers adopt pedagogy effective for teaching. Dalton defines pedagogy as "the system of principles and methods that support and facilitate effective teaching (2008)." She also adds that "it is also implied in the use of the traditional term instruction and in discussion of instructional approaches." Poor use of pedagogy can produce chaos whereas its proper usage maintains order. Keen attention is required in the organization of the classroom, interaction between the teacher and students; and layout of the activities. Management of class setting and lesson schedules are the other important aspects (Dolton, 2008). In my field experience, I encountered eight scenarios where I have presented the circumstances, my analysis and recommendations

Case 1

I completed one hundred hours with in a fourth grade class for special education. In this class, there are twelve boys and a teacher. There were also two paraprofessionals; one for is educational while the other is a crisis manager. Although the children were bright, they easily lost focus to their mischievous engagements. The crisis management paraprofessional would yell at the students achieve class order. Having stayed with the students for many years, she had developed that style of managing disorderliness in class. The students would get silent because of her intimidation. As for the teacher, she raised the voice with a firm look to which the children kept quiet. The crisis manager, however, considered that approach too soft for the class and she would interject with commanding shouts. The teacher had not discussed the matter with the manager. I sensed she was intimidated by the older lady manager to express her objection to style that style of handling the class.

Observation, lesson and recommendation

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This environment is not conducive for special education learners in fourth grade in special education. The crisis manager has conditioned the students to respond to only negative stimulus. This means the children keep quiet out of fear when threatened. This adapts them to act from intimidation destroying their confidence. The teacher on her part raises the voice to achieve order in the class. The two ways are harmful to the development of the children. In this case, positive stimulus is better alternative. Aspects that beneficial or are liked by the children are projected to them (Dolton, 2011). For instance, asking the children to settle so that story they may learn the fun in story telling. The teacher and the para-educators need to build unity of purpose. In private meeting of the three, they should reflect on objectivity of the class management.

Case 2

There is a mother who professes the faith of Jehovah witness. Her son Mekhi, is not allowed to participate in any holiday related activities; he is thus excluded from holiday stories, coloring/creating holiday drawings and holiday parties in the classroom. The teacher offers him other work while the holiday activities are going on.

Observation, lesson and recommendation

Religious faith is a personal matter with much bearing on a believer's choices. In the classroom setting, it presents complex relationship for group members observing effects of contrasting creeds (Dolton, 2008). It is more delicate for children who develop sharper awareness of their exclusion from groups due to their faith. The teacher should meet with the parent to discuss circumstances and alternative activities allowable to Mekkhi. Since holiday activities are fun with children, alternative activities sought for him should be in fields of his interest. Finding him separate venue will help focus attention of the main class from his unique practice.

Case 3

I noticed many parents like to celebrate their children's birthdays in the classroom by sending cake and juice to school. Due to allergies, some students get excluded from eating the cake because it may contain nuts. Eventually, some children simply sit by upset to watch others enjoying the cakes. The parents are aware that the children enjoy cookies, candy, chips and pizza as much as the cakes. In addition, these alternatives to cake do not induce allergic reactions in the children.

Observation, lesson and recommendation

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Group fun activities are healthy environment for children to learn interpersonal skills. Their character is shaped through interaction with others. Birthday parties, for instance help children learn make friends and practice generosity through sharing party foods. Children are especially curious when they notice physical differences such organ impairment on anyone. However, they adopt the meaning impressed upon them by figures of authority like parents. In the case of allergy to nuts, the victims are discovering how limiting their condition is to exclude them from the party. Activities that cause exclusion of a child based especially on natural situations they have little control over is unhealthy for their social development (Dolton, 2011). The teacher should suggest the alternative foods acceptable to children through a letter to all parents. Informing the parents of the recommendation early in the year minimizes probable conflict with parents who may have planned the birthdays.

Case 4

There was a time a student named Kenny had a birthday party in the classroom. He decided not to share his cake and juice with students he did not like. He sternly warned them not to accept the cake when it was offered. As the teacher passed the cake round, I noticed unusually high number of students decline the offer. Ordinarily, these children appreciated confectionary but here they respond coldly to the cake. The teacher solemnly urged an explanation from the students. A boy broke into tears as he narrated about Kenny's warning to them. The teacher asked Kenny to offer an apology and reconsider sharing the cake with all students. The class embraced Kenny with forgiveness and accepted a piece of the cake.

Observation, lesson and recommendation

Children have stronger group identity than adults. Thus, a child excluded ostracized from a group through intimidation is susceptible to stress. Passive bullying can devastate a child before a teacher detects it. In this case study, this teacher connects well with her students to sense a problem from implicit symptoms (Dolton, 2011). Her approach to solving the incident effectively yielded positive outcome. The teacher also chose an appropriate form of remedy. As a first instance of wrongdoing, Kenny was made to reflect on his action and correct its harmful impact with an apology. The child reconciled and resumed friendship by sharing the cake in joy.

Case 5

There was a boy who involuntarily wet himself in the classroom. The teacher did not scold him; she simply accompanied him to the bathroom to have him take a bath. She then took him to the office so that she could discuss the matter with his parent. Meanwhile, she ensured that the student did not suffer further embarrassment in the classroom.

Observation, lesson and recommendation

This is a case of private problem to an individual. Although a physiological problem, it sets a stage for psychological stress if the child gets embarrassed or more harmful shame. The teacher was firm to the class so that they understand the incident is not one of fun. To the affected child, she was compassionate by cleaning him. Involving the parent builds establishes more support for the child. Stronger support empowers a child with a natural difficulty concentrate on learning (Dolton, 2011).

Case 6

I had spent fifty hours in first grade class twenty-seven boys and girls taking General Education. In this incident, the teacher had taught the students good manners. She defined for them appropriate was always constantly reminding the children about their manners. Always telling them to use suitable scenarios to: thank someone, offer help and to open the door for others. She then demonstrated through simulations application of these interpersonal skills

Observation, lesson and recommendation

This is a case of role-playing. Children learn effectively through experiential engagement (Dolton, 2011). They especially assimilate concepts they observe from a figure of authority. The teacher effectively passed on the concept of manners by practicing them. When class concepts are integrated with life, learning is powerfully effective.

Case 7

A girl stole the teacher's glue gun and hid it in her school bag. Another student discovered the gun glue and alerted the teacher. The teacher pulled the girl who stole the glue gun aside and spoke to her. She gave her an opportunity to explain herself regarding the suspicion. The girl confessed the theft, returned the stolen item and offered an apology. The teacher accepted the apology without further punishment.

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Observation, lesson and recommendation

This is a case of administering discipline to an individual through corrective remedy. An incident of indiscipline requires immediate action to curb cultivation negative character. However, a punishment can injure a child's psychology irrecoverably if inappropriately administered (Dolton, 2011). Any first incident of an experience is useful to a child's learning. Having recognized the girl who had stolen the glue, the teacher allowed the student to make a confession of her act and offer an apology. It's a classic case of inspiring behavior change through personal reflection.

Case 8

In this case, there was a sub-teacher who was returning file folders class. While walked round the classroom, she would fling folders to their respective owners instead of handing them out. The students looked surprised at the conduct of the teacher.

Observation, lesson and recommendation

This is a case of negative role modeling by the teacher (Dolton, 2008). It is impolite for anyone to throw a file folder to another person. Young children observe and copy the conduct of the teacher as an authority upon them. The inconsistency between the theory about manners and contrary practice renders the lesson ineffective to students.

Conclusion

The diversity of the incidents offered an experiential impact of pedagogy used poorly or effectively. In cases that I was poorly deployed, learning was difficult or ineffective. In case where proper methodologies were adopted to manage the class setting and student social relations, there was effective learning.