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Lesson Proper for Week 1

4.1 Objective
As the term suggests, field studies are learning experiences outside of the classroom. Field studies
allow students to gather their own (primary) data, provide opportunities to extend classroom learning through direct
observation and experience, and allow for scientific research through field experiments. Field study trips can range
from short walks in the schoolyard or nearby neighborhood to vehicle excursions over some distance for several
hours to a full day. Whatever the destination, the purpose of the field study trip should be to address specific
outcomes in the curriculum. Field studies should be designed as learning experiences that are integral parts of a unit
or theme being studied in the classroom. From the pedagogical perspective, field study trips should be viewed as any
effective learning experience that includes Activating, Acquiring, and Applying Strategies. Thus, students should be
involved as active participants in learning rather than as passive spectators on a trip. An effective field study requires
careful planning for meaningful
learning experiences before, during, and after the field study trip.

Preparation:
Teachers must plan the educational rationale and objectives as well as the logistics of the field study trip well in
advance. As stated, the field study should complement the learning in the classroom and should be undertaken to
address specific outcomes. Teachers should prepare questions to be answered and/or develop specific guidelines on
what students should observe or what information should be gathered during the field study. Specific expectations
and active student participation will result in effective learning while on the field study trip. Logistics involve
scheduling; administrative and parent consultation and permission; organizing the means of transportation; planning
the route; preparing materials and equipment; contacting landowners or arranging guides if applicable; planning
safety and emergency procedures; and addressing

matters related to student expectations during the field study trip. Teachers should ensure that all school division
policies and procedures relating to field excursions are followed.

During the Field Study:

The field study trip should focus on the activities prepared in advance, and students may need prompting to begin
making observations or to gather information. Working with a partner or in small groups gives students opportunities
for interactive learning. Scheduling should allow adequate time for expected tasks as well as for dealing with
questions students may have during the field work. Photographing students in action in the field may provide
additional motivation. More importantly, photos are relevant components of field work as they provide a visual record
that can be included in follow-up discussions and reporting in the classroom.

Follow-up:

Since field studies are planned as parts of units or themes studied in the classroom, immediate follow-up is critical for
maximizing the learning experience. Observations made and information collected should be discussed, processed,
and incorporated into the broader learning experience. Student experiences should be discussed, and connections
made to prior knowledge or related experiences. Field studies may provide opportunities for extending learning and
shaping future investigations that students undertake as part of the inquiry process. Teaching and learning is a
process that includes many variables. These variables interact as learners work toward their goals and incorporate
new knowledge, behaviors, and skills that add to their range of learning experiences.

Over the past century, various perspectives on learning have emerged, among them —cognitive (learning as a
mental operation); and constructivist (knowledge as a constructed element resulting from the learning process).
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Rather than considering these theories separately, it is best to think of them together as a range of possibilities that
can be integrated into the learning experience. During the integration process, it is also important to consider a
number of other factors — cognitive style, learning style, the multiple natures of our intelligences, and learning as it
relates to those who have special needs and are from diverse cultural backgrounds.
4.2 Objective
Field Study is the first in a series of sequential studies in the Bachelor of Elementary Education and the Bachelor of
Secondary Education Programs (BEED and BSED) offered by the Teacher Education institutions. Field study is lined
the professional education subject is the prerogative of the Teacher to match with an appropriate subject such as
child and adolescent Development Principles of Teaching or Facilitating learning. The focus of Field Study 1 is
observation of the learner, school structure and the community. Since this is the first time the student teachers have
been exposed to the school environment, they are expected to take note of the school and classroom facilities and
the organizational set, up of the school! The PSTs shall observe the behavior of the learners in the actual learning
environment! Based on their observations of learners PSTs shall develop their understanding on feasible approaches
to facilitate learning considering the various phases of growth and development. To assist their transition the students
will be paired with a -buddy. Included in FS 1 is the enhancement of the students/ communication skills with his/her
buddy since they are expected to be adequate in the language, they will be using during their hands on teaching in
the remaining field studies.

Teachers are the backbone of the education industry. For educators looking to step up their responsibilities and
branch out, there are many paths available to take on leadership roles. These opportunities will help them develop
their leadership skills and strengthen their school’s community.
Administrators

One way to become a teacher leader is to look into school administration jobs, which create the opportunity to
implement changes, motivate students and faculty and strengthen a school from within. By pursuing an MA in
Educational Leadership, which is required for most administration roles, a teacher can become an assistant principal
or take on principal training to oversee an entire school. Returning to the classroom and earning a master’s degree
will help develop strong leadership skills through mentoring and practical experience.
Facilitators

A facilitator is another important role teachers looking to step up to leadership may want to consider. Facilitators
serve as team leaders for different grade level teams, working closely with teachers and their students to gather and
analyze data about teacher practices and student performance to promote the best student learning outcomes
throughout our professional learning communities, we are constantly evaluating and aligning our teaching to our
learning to better student achievement.”
Mentors

Students need mentors and mentoring them is an essential part of becoming a teacher leader. This includes advising
students about colleges and curriculums or helping them with problems ranging from the mundane to the deeply
personal. Teacher leaders also mentor their fellow teachers. Read more about the impact of mentorship in developing
new school leaders.
Clubs and Organization Chairs

Social and educational clubs are important in schools. They often need leaders and organizers to make them
successful. This is a role based on educational leadership that the teacher leader admirably fills, whether it involves
chairing the National Honor Society or heading a team for improvement.
Coaches

Similarly, sports are vital in schools. They emphasize the importance of team spirit and collaboration. Many teachers
double as coaches for their school's sports teams. This fosters a sense of camaraderie with the students as well.
Being active through sports and engaging with like-minded peers can significantly improve a student’s performance,
in addition to providing necessary experience for college transcriptions and applications.
Curriculum Creators
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A good school and a successful student body both depend on strong curriculum development. In this instance, a
teacher leader helps other teachers come up with new strategies and interesting course material to better engage
students. If the current curriculum lacks something essential, such as more math classes or a better history syllabus,
the teacher leader spots the gap and seeks to fill it.
Specialty Instructors
Teacher leaders work across the board in varying roles. If students in a chemistry class draft poorly structured
reports, then a teacher leader in English will step in and help the chemistry teacher advise the students on how to
become better writers. Again, helping both students and teachers is essential and a key role for teacher leaders.
Community Builders
If a teacher leader learns about a new technique or resource, even if it's not in one’s discipline, the individual will
immediately share it. In this way, every teacher constantly improves. The idea of paying it forward creates a much
more successful learning environment; it creates a community. The community building course within Queens’ online
MA in Educational Leadership curriculum pushes the idea of turning the school environment into a helpful community
of educators.
Learners

A true teacher leader never stops learning. He or she attends lectures, seminars, and classes to become a better
teacher and a better leader. Sometimes that even involves going back to school.

Professional standards for teaching assistants

Professional standards for teaching assistants were published in 2016 by a group made up of unions and educational
experts. The standards help clarify the roles of teaching assistants and bring them into line with their teacher and
headteacher colleagues, both of whom already have their own sets of standards. They are organized under four
themes:

1) Personal and professional conduct

Teaching assistants should uphold public trust in the education profession by:

Having proper and professional regard for the ethos, policies, and practices of the school in which they work as
professional members of staff.

Demonstrating positive attitudes, values, and behaviors to develop and sustain effective relationships with the school
community.

Having regard for the need to safeguard pupils’ well-being by following relevant statutory guidance along with school
policies and practice.
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Upholding values consistent with those required from teachers by respecting individual differences and cultural
diversity.
Committing to improve their own practice through self-evaluation and awareness.

2) Knowledge and understanding

Teaching assistants are expected to:

Share responsibility for ensuring that their own knowledge and understanding is relevant and up to date by reflecting
on their own practice, liaising with school leaders, and identifying relevant professional development to improve
personal effectiveness.

Take opportunities to acquire the appropriate skills, qualifications, and/or experience required for the teaching
assistant role, with support from the school/employer.

Demonstrate expertise and skills in understanding the needs of all pupils (including specialist expertise as
appropriate) and know how to contribute effectively to the adaptation and delivery of support to meet individual
needs.
Demonstrate a level of subject and curriculum knowledge relevant to their role and apply this effectively in supporting
teachers and pupils.
Understand their roles and responsibilities within the classroom and whole school context recognizing that these may
extend beyond a direct support role.
3) Teaching and learning
Teaching assistants are expected to:

Demonstrate an informed and efficient approach to teaching and learning by adopting relevant strategies to support
the work of the teacher and increase achievement of all pupils including, where appropriate, those with special
educational needs and disabilities.

Promote, support, and facilitate inclusion by encouraging participation of all pupils in learning and extracurricular
activities.
Use effective behavior management strategies consistently in line with the school’s policy and procedures.
Contribute to effective assessment and planning by supporting the monitoring, recording, and reporting of pupil
performance and progress as appropriate to the level of the role.
Communicate effectively and sensitively with pupils to adapt to their needs and support their learning.

Maintain a stimulating and safe learning environment by organizing and managing physical teaching space and
resources.

4) Working with others

Teaching assistants are expected to:

Recognize and respect the role and contribution of other professionals, parents, and careers by liaising effectively
and working in partnership with them.
With the class teacher, keep other professionals accurately informed of performance and progress or concerns they
may have about the pupils they work with.
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Understand their responsibility to share knowledge to inform planning and decision making.

Understand their role to be able to work collaboratively with classroom teachers and other colleagues, including
specialist advisory teachers.

Communicate their knowledge and understanding of pupils to other school staff and education, health, and social
care professionals, so that informed decision making can take place on intervention and provision.

Objective 3

Objective What Makes a Good Teacher Great?

· Great teachers eat apples.

· Great teachers are “chill.”

· Great teachers think like kids but act like adults.

· Great teachers love to teach and learn.

· Great teachers connect learning to real life.
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· Great teachers understand that students have a life outside of school.

· Great teachers help students if they notice a struggle.

· Great teachers sing.