ICT as a Terrific Teaching Tool ICT is taking teaching and learning into the future, Digital trends within our progressive society are leading the way towards new ways of interacting with our world. The volume and versatility of digital devices available to springboard our critical engagement is phenomenal. As a contemporary teacher I see it as my responsibility to embrace and utilise these progressive platforms to enhance and support education. I see ICT as a tremendous tool for inclusion with its versatile ability to accommodate individual needs. From my experience of working with interactive whiteboards and iPads in the classroom and beyond it is obvious that participation is engaging and stimulating which means the likelihood of creating and expanding knowledge is dramatically increased. A balanced program for learning can have a positive impact on planning and assessment and the provision of a variety of tools such as ipads, Interactive whiteboards, laptops and computers are an essential component of an effective and productive pedagogy.  |
Photos taken by Cathy McIntosh |
Behaviour Management I believe effective behaviour and classroom management has the power to attribute to the proliferation of potential academic learning time. Prevention rather than cure is the most preferred and practical avenue, that as a teacher I will endeavour to encompass in my approach to teaching. I feel it is important to understand the purpose of unwanted behaviours and be aware that behaviours are the problem, not the child. Seeking to understand and discuss goals or reasons for behaviours enables the teacher to be proactive in managing and preventing them. I am extremely interested in Barrie Bennett's theory of bumps and the use of invisible discipline techniques. As my experience increases so will my repertoire of response techniques. I have a strong belief in developing a strategic and thoughtful plan towards the physical and emotional environment within a classroom. Therefore it is in my interest to have a variety of strategies in place in order to avoid unnecessary interruption of the flow of a lesson. I use many low-key or invisible techniques, such as the use of physical proximity, eye contact, active pausing, minimal verbal, scanning and planned ignoring to endeavor to increase actual time spent on learning. Other strategies such as checking for understanding, modelling and responding to appropriate behaviour, clarity of instruction and also the use of a clear signal to begin will also feature in my teaching practice. |
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