The main issue of discussion in this video is on how the instructor can manage the class well. One of the approaches is by understanding the student’s feelings. The film also explains that it is vital to engage the learner’s while teaching. In this video, they answer the questions asked in unison.
Furthermore, students must know what they are expected to do. For instance, they should respect one another and actively participate in class. Additionally, they must avoid talking when the instructor is teaching (Haugen & Musser, 2009). The target audience of this video is the teacher and the students. In this case, it will increase the instructor’s knowledge of how to manage the class. Also, it will enable the learner’s to know how they are supposed to behave in class. The strength of this work is that it will enhance discipline in class. It will also ensure that learners manage their time well. However, this video has some weaknesses. First, it may be challenging to differentiate learners based on their capabilities when they answer in chorus. Lastly, reviewing last week’s lesson can lead to wastage of time.
Student-centered civic discussion and deliberation
The film focuses on the importance of giving learners an opportunity to participate in a debate. It also talks about the need to create enough space and focus on relevant topics. Additionally, it also mentions the necessity of creating a chance for the student to reflect and drive the question. Besides, it also talks about the ways of enhancing communication in class. The film also suggests that working in groups promotes teamwork. Students also feel well when they express their views freely (Kloeppel & Kulinna, 2012). The intended audiences in this discussion are the learners. The strength of this approach is that it improves the communication skills of the learners. Learners can also learn new ideas from others by sharing ideas. Also, this method gives every individual an equal chance to contribute. The weakness of this technique is that it can make the class noisy. There are also high chances of disagreements because of the differences in opinions.
Importance of high-quality discussion
This video focuses on how to improve the quality of debate. The video’s content is mainly about political issues and democracy. The target audiences in this film are the learners and teachers. It also gives views on how the students can enhance communication among themselves. Some of the strategies of holding discussions are by gathering in large or small groups.
Furthermore, the video also gives a guideline on how a discussion should look like (Little, 2015). Moreover, it also suggests that there should be enough space for conversation in a democratic society. This gives the learners the area to give their opinions freely. Research also indicates that learners are likely to understand what they are taught well. The strength of this debate is that everyone can speak his or her mind freely. Secondly, it will encourage every learner to be active in class. The weakness of the film is that it does not disclose if the discussion is about the importance or disadvantages of democracy.
Three ways of encouraging student collaboration
This video explains why the learners should work as a team and not on their own. First, it allows them to think and reason before making any decision. The second approach that the students can use is partner talk. It is where the learners listen as they take notes. This method is efficient as it improves their understanding of a given subject. Thirdly, the instructor can assign each student a role to play in the discussion. In this case, each team member will have a specific task to handle (Pijl, 2007). However, it is essential to comprehend the learner’s personalities before assigning them duties. The targets in this film are the students who are supposed to be collaborative in class. The strength of this video is that it improves the learner’s personality and communication skills. It also encourages students to embrace teamwork while handling their assignments. Though, it may be challenging to complete large tasks using this method. Lastly, some students might not be able to manage their responsibilities effectively.
Five ways to start your lessons
The film states that it is essential to use objects to begin your lessons. This can efficiently assist in catching the attention of the audience. As a result, they will concentrate when the instructor is teaching. A poll can also be used to start a lesson. Besides, it is also essential to start the lesson with a video and ask the students what they can see. This assists in boosting their thinking capacity and their reasoning (Reindal, 2008). Also, it is essential to start a lesson with movements. For instance, one cask the learners to sit down and share their response. Ultimately, one can begin an experience with a mistake and sort the errors before giving the right answer. This approach enables learners to remember what they have been taught quickly.
Additionally, it permits them to be active throughout the lesson. Though, it can lead to time wastage because these activities are demanding. Finally, using different approaches to start lessons can confuse the learners.
Both special education and regular teachers have several similarities. They both teach and work with students to accomplish the intended goals. Secondly, all of them assess the learner’s to evaluate their capabilities. Besides, the two types of learners transit to another level after passing exams. A special education classroom is different from a regular one in many ways. First, a special needs teacher deals with learners with disabilities. Therefore, this educator spends most of the time controlling the students.
In contrast, a regular instructor handles students who do not have any challenges. As a result, the teacher uses most of his or her time to teach the students. Also, the teaching methods that the instructors use in the two cases are different. For example, sign language is used to teach deaf students, but the method is not present in regular teaching. Special needs students cannot communicate well compared to their regular counterparts. Finally, indiscipline cases are likely to be high in a special needs classroom than in a regular class.
Both the special learners and the regular ones have similarities. Both of them need to be controlled by their teachers for the learning process to take place effectively. In this case, the majority of the learners cannot manage themselves without the interventions of the teachers. Secondly, non-compliance behaviors are also evident in both students. Some of them cannot follow the rules unless they are coerced. Therefore, they are not likely to finish their assignments unless they are threatened with punishment (Haugen & Musser, 2009). The element of fatigue is common among both students especially when they stay for long without a break. This may make them lose concentration in whatever they are doing. However, there are some differences between the two categories of learners. One of them is that learners with disabilities have a high temper than regular learners. Therefore, it may be challenging to control them when they are annoyed. Additionally, children with disabilities have some disruptive behaviors that are not common among regular learners. For example, a student can scream when the instructor is teaching or tear the book of another learner.
Non-compliance behaviors can be addressed by punishing the learner and discouraging such a practice. Secondly, the teacher can engage the parent to know why learner has such behaviors (Tisdall & Riddell, 2006). The problem of fatigue during the lessons can be addressed by giving students breaks. Finally, disruptive behaviors can be eliminated by sending the disturbing learner out of class until the experience ends.
From the videos, I have learned several strategies that I can apply in the future. First, I will use rules to control the learners when they are in class. Those who fail to abide by the rules will be punished for their mistakes. Secondly, I will engage learners in discussions to ensure that they are always attentive in class. Moreover, I will allow the students to hold conversations in class as a way of sharing ideas. In this case, I will ensure that every group has its leader who can control others. The only thing I will do differently is to mix slow and intelligent learners to ensure that they are on par with each other.
Haugen, D., & Musser, S. (2009). Education. Detroit: Greenhaven Press.
Kloeppel, T., & Kulinna, P. (2012). Strategies for Teaching Healthy Behavior Conceptual Knowledge. Strategies, 25(7), 26-30. doi: 10.1080/08924562.2012.10590980
Little, D. (2015). Teaching Visual Literacy across the Curriculum: Suggestions and Strategies. New Directions For Teaching And Learning, 2015(141), 87-90. doi: 10.1002/tl.20125
Pijl, S. (2007). Introduction: the social position of pupils with special needs in regular education. European Journal Of Special Needs Education, 22(1), 1-5. doi: 10.1080/08856250601082133
Reindal, S. (2008). A social relational model of disability: a theoretical framework for special needs education?. European Journal Of Special Needs Education, 23(2), 135-146. doi: 10.1080/08856250801947812
Tisdall, E., & Riddell, S. (2006). Policies on special needs education: competing strategies and discourses. European Journal Of Special Needs Education, 21(4), 363-379. doi: 10.1080/08856250600956154