This first module provides information regarding how instructors can monitor the progress of their learners within a classroom environment. The module also demonstrates how curriculum-based learning can be implemented and tested among students. In this module, educators are supposed to be the primary implementers of content knowledge. From the standards and qualities given by the Council of Exceptional Children, this chapter shows that educators should treat all learners fairly. This is crucial because it will help other learners develop from what is perceived to be dull to smart. Besides, handling the students equally is ethical and conforms to the standards and practices of the Council of Exceptional Children (Dotterer and Lowe, 2011). However, this council also has special regulations that can be used to help immobilized learners. The laws are structured in a way that such learners can find comfort within the scholarship environment. These regulations encompass a variety of ethical issues and educational practices. The provisions also act as guiding tools for educating this particular group of learners. From the controls, it is clear that an instructor can assess and grade his or her particular group of students. The assessment is crucial because it helps instructors familiarize themselves with early childhood education recommended practices. From the practices, an instructor can improve the learning outcomes of students who show the likelihood of being disabled. The instructor can also assess his/her learners as summarized below;
This section focuses on how instructors can help their students become independent apprentices. From the contents of the chapter, it can be noted that instructors play an important role in changing the learning environment and making students get the best out of it. Firstly, students can become independent learners by using self-directed strategies. Here, the teacher plays a role because they help learners in selecting self-directed strategies. Additionally, teachers play a second role by controlling the student’s behavior. In this regard, the teacher monitors and reinforces the behavior among the learners using professional methods. Secondly, students can become independent by learning how to control their conduct within a classroom setting. This is commonly known as self-regulation. This strategy is essential because it helps students become flexible and independent. Also, students can become independent through self-monitoring. This chapter shows that teachers can help students assess their behavior and record the outcome for themselves. However, this strategy does not help students acquire new skills. Self-regulation is a crucial strategy that is associated with an approach known as self-instruction. Through self-instruction, a learner can become independent by practicing to talk to themselves. Some of the ways that young learners use to communicate to themselves include tying their shoes and using simple objects such as toys (Blachowicz and Ogle, 2017). This strategy may also involve the use of individually induced statements as well as control behavior. Self-regulation can only be relevant when supported by other procedures, for example, goal-setting. For students to regulate themselves and become independent thinkers, they need to learn how to set goals. Teachers play a crucial role in assisting such learners in creating achievable goals. Learners can also become independent by giving themselves credit. Rewarding your self is a significant way of showing that you are on the process of becoming an independent thinker. This strategy is known as self-reinforcement. It occurs when a learner set goals and work towards achieving them. Once the goals are met, learners will reward themselves. Lastly, a student who has undergone the self-regulation test to become an independent thinker should proliferate success by making the learning environment usable and flexible.
Blachowicz, C., & Ogle, D. (2017). Reading comprehension: Strategies for independent learners. Guilford Publications.
Dotterer, A. M., & Lowe, K. (2011). Classroom context, school engagement, and academic achievement in early adolescence. Journal of youth and adolescence, 40(12), 1649-1660.