Part 2 – 25% - Individual Reflective Paper Supported By Research · Use the 7th edition APA guidelines to write a 4-6 page paper about your philosophy of learning and your philosophy of teaching

1 TEACHING AND LEARNING Sakshi verma Red River College ECED -3017 INSTRUCTOR : Laura Orestes DUE DATE: November 07,2021 2 TEACHING AND LEARNING Introduction Did you know that to enhance a learning process , one has to put themselves in the learners ' shoes? This has been a major concern to many teachers , whereby they fail to first understand their children before beginning the learning process. There are different learners in each learning stage , whereby I each group, the learners understand the taught concepts differently. To maximize on the outcome of the learning process, the educator has to develop the most effective teaching strategies that will suit the needs of a child. Learning philosophy This paper looks into the best teaching and learning activities that involve various steps from understanding the learners' abilities to meeting classroom learning goals . It emphasizes more on conducting practical activities in the classroom learning so that to encourage learners to manipulate the g iven resources. A learning philosophy guides the main principle for the teaching and learning process. For this case, the teaching and learning process involves creating well - organized objec tives that will be me through various teaching methods depending o n the one that suits the learner's needs most. Teaching and learning When preparing for a lesson, the first question that the educator should answer is how a child does learn best? There are two ways through which children learn. The first is through observation , where they observe what the one is doing and later adopt the actions. However, the most common strategy of learning is learning by doing , which also favors adult learning processes. 3 TEACHING AND LEARNING The educator first observes so that to understand th e children. After that, they create a classroom environment which encourages various practical activities from the learners. The classroom allows the learners to take part in conducting experiments . (Davydov, 2020). The key goal is for the learners to make as many errors as possible during the learning process. The child learns through several attempts when solving one problem. With time, they begins to master the intended concepts which are key to the learning process. While organizing the implementation of the learning process, the educator aims to enhance creativity for the learners, engage activities, and include multiple purposes in the learning proces s (Stephen & Edwards, 2017). The environment should create a frien dly environment where the children should feel safe and well cared for. This encourages them to focus their brains on other factors around them and concentrate on learning activities. Through this, it is easy to achieve the set learning objectives. A lear ning process does not only involve giving instructions and ensuring that the classwork is well organized . This is just a section of the learning process. As noted earlier, the educator should begin by creating a open learning environment. The environment should be open enough to allow the learners to take risks in the learning process and also in developing their need to explore various concepts. The more they explore , the more they gain the necessary skills, which improves the learning process result s. One of the most effective forms of teaching and learning is through individualized learning. The learners can be divided into small groups which the educator can manage . The teacher can also pay attention to each learner. However, this is mostly applicable in cases where 4 TEACHING AND LEARNING the classroom consists of a limited number of learners so that the teacher can find the time for each learner. Individualized learning enables the teacher to understand each learner. This includes their strengths and weaknesses. After understanding the learners ' abilities, the educator is able to determine which learning activities are the most suitable for a certain learner. The teacher emphasizes the strategy as long a s it stimulates the end results of the learning process. Imp ortant strategies of teaching young c hildren Understand how the children within the classroom learn: a teaching method determines whether the learners will hate or love the classroom activities. The educator should first understand that children's developm ent levels within a classroom are different, which impact the learned concepts (De Melendez & Beck, 2018). By putting them into different categories depending on their levels of understanding, the educator understands the most appropriate ways of dealing with each learner. The learner should first understand the expected results from the learners before engagi ng them into an activit y. An example is to understand their body structures before involving them in a physical activity. It is important to understand students since they are developing differently physically, emotionally, socially , and language development as they try to understand their environments. By mixing various activities while teaching, the teacher learns all classroom setup processes . When young, the children are interested in learning everything due to curiosity. The educ ator should take advantage of this through identifying what activities captures the learners ' 5 TEACHING AND LEARNING interest most. The educator should focus on such a factor. This strategy creates intrinsic motivation among learners , therefore, enha ncing classroom learning. An example is a situation whereby most learners love ca rtoons. The educator can use this to create learning activities that go hand in hand with the cartoons. However, the use of cartoons should go hand in hand with the set classroom learning objectives. The educator should talk to the children often. A learning process does not only involve giving instructions to the learners. The educator can converse with the children about various aspects by asking common life questions. This will encourage the learners to share their experiences , building confidenc e and social skills. Others develop communication skills through the process. (Bridgers et al., 2020). Empathize with the children: it was noted earlier that learners become more open to a learning process when they feel safe. Emphasizing with the learners creates a strong relationship between them and the teacher. This allows them to pay attention to what is being taught in cl ass. The teacher can frequently join the learners into play so that to enhance their relationships. Conclusion Being an educator means being well -organized on how you impa rt knowledge to learners. One should serve as a friend, a parent , and a role model so that to teach the children most effectively . However, it is also important to note that a teaching process should be governed by common main objectives whereby different teaching and learning methods should be applied as per the needs of a learner. 6 TEACHING AND LEARNING References: Bridgers, S., Jara -Ettinger, J., & Gweon, H. (2020). Young children consider the expected utility of others ' learning to decide what to teach. Nature human behaviour , 4(2), 144 -152. https://www.nature.com/articles/s41562 -019 -0748 -6 De Melendez, W. R., & Beck, V. (2018). Teaching young children in multicultural classrooms: Issues, concepts, and strategies . Cengage Learning. https://books.google.com/books?hl=en&lr=&id=_g9EDwAAQBAJ&oi=fnd&pg=PP1&dq =Impo rtant+strategies+of+teaching+young+children&ots= - TlAWcH4A7&sig=8FVWr24ZR9l0DY -waiOyeGoRn6c Davydov, V. V. (2020). The psychological characteristics of the formation of elementary mathematical operations in children. In Addition and Subtraction (pp. 22 4-238). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781003046585 -16/psychological - characteristics -formation -elementary -mathematical -operations -children -davydov Stephen, C., & Edwards, S. (2017). Young children playing and learning in a digital age: A cult ural and critical perspective . Routledge. https://www.taylorfrancis.com/books/mono/10.4324/9781315623 092/young -children -playing - learning -digital -age -christine -stephen -susan -edwards 7 TEACHING AND LEARNING Red River College Early Childhood Education Program ECED - 3017: Philosophy Development Assignment Marking Sheet Student: Group Members: ITEM MARK Part 1 – Online and Group Tasks* Individual Prep  Completed individual prep before attending online group meeting.  Submitted work was thoughtful.  All work submitted in one .pdf file.  Completes Pyramid of Success Self -Assessment (A & C) submits to LEARN Dropbox before meeting with group.  Reads What Could She Be Thinking? , c ompletes discussion prompts , submits to LEARN Dropbox before meeting with group.  Co mpletes Philosophy Information Sheet , submits to LEARN Dropbo x before meeting with group.  Updated Image of Child.  Found a centre philosophy statement. /5 Part 1 – Online and Group Tasks* Attendance and participation in online group task  Attended online group session (on time, participated throughout, stayed until the end).  Shared information from Pyramid of Success Self -Assessment, What Could She Be Thinking , and Philosophy Information Sheet with group.  Shared Image of Child and centre philosophy statement with group.  Actively participated with group to create discussion posts.  Filled out feedback form about group members after the task. Comple ted honestly with comments.  Received positive feedback from groupmates /2 Part 1 – Online and Group Tasks* Discussion posts and replies  One post for the group that shares a summary of the group’s discussion on LEARN answering the required questions.  One post for the group that includes the drawn philosophy. o One reply post to your group’s original drawing that includes the written philosophy (around 11:00 am the next morning of class after students have had time to post their guesses) /3 8 TEACHING AND LEARNING  At lea st two individual guesses about two other group’s philosophy drawings. *If you absolutely cannot meet live with your group online, you must contact your instructor before the due date to make alternate arrangements to complete Part 1. TOTAL /10 Full marks for each item are given when there are no improvements/additions needed. Marks will be reduced based on the amount of improvements/additions needed to meet the assignment criteria. Part 2 – Personal Paper Introduction  Clear, complete, and well written.  Topic and purpose are defined and obvious.  Gains the reader’s attention and prepares the reader for the topic. /3 Conclusion  Summary is clear, complete, reviews the entire paper, and is well written.  Leaves the reader thinking, but with a sense of closure. /3 Body (half of the marks are for learning and half of the marks are for teaching)  Learning addressed and connections made to theory and research  Teaching addressed and connections made to theory and research.  Specific examples of what this looks like in daily work included.  Research is evident; thoughtful; well -presented; relevant; and from at least 4 differe nt and credible sources  Topic covered in depth and ideas are elaborated upon. /12 APA Guidelines  Cover page.  Running head, margins, page numbers, font size and type, double -spacing.  APA In -text citations included and formatted correctly.  APA Reference Page included and correctly formatted (includes all sources used). *Failure to reference correctly can be considered plagiarism & may result in disciplinary action &/or 0/4 &/or 0/25 /4 Mechanics and Organization  Paper is clear, concise, logical, has flow, and is coherent.  Paper is free from grammatical, spelling, and punctuation errors.  Paper meets length requirement (4 -6 pages, not including cover or reference pages). /3 9 TEACHING AND LEARNING  Paper is submitted in .pdf format with this marking sheet attached at the end. TOTAL /25 Full marks for each item are given when there are no improvements/additions needed. Marks will be reduced based on the amount of improvements/additions needed to meet the assignment criteria.