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Additional info for A guide to teaching practice
Q28 Support and guide learners to reflect on their learning, identify the progress they have made and identify their emerging learning needs. Reviewing teaching and learning Q29 Evaluate the impact of their teaching on the progress of all learners and modify their planning and classroom practice where necessary. Learning environment Q30 Establish a purposeful and safe learning environment conducive to learning and identify opportunities for learners to learn in out-of-school contexts. Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and promote their self-control and independence.
35 Safe to Learn defines bullying as: ‘Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally’ (p. 6). g. g. playground action), working with parents, and advice for pupils, parents and families. One of the newer forms of bullying is cyberbullying which is the use of ICT, particularly mobile phones and the internet, deliberately to upset someone. Cyberbullying has to be taken just as seriously as other forms of bullying.
The standards for the award of QTS seek transparency through the publication and free availability to all of the requirements of the several parties involved in ITT. There is no stone left unturned in the prescriptions from the government and the TDA. The documents emanating from these two parties offer an almost seamless web of specification, and their coverage is very useful. It would be difficult to disagree with many of the proposals and identified qualities of effective teachers, or even with the notion that an elected government that administers the disbursement ● 28 TEACHER TRAINING REQUIREMENTS ● of public taxation to bring the best return for that income has a duty to ensure high-quality teacher education.
A guide to teaching practice by Louis Cohen; et al