Teachers’ Approaches to the Learning Process

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In the first video, titled “A Job Well Done,” the teacher asks the children who put out the carpets on the floor. The teacher marks the students participating in the classroom organization and supports the proactiveness of the student that put the correct number of carpets prior to the activities. The positive climate of the classroom allows the student that prepared the carpets to reveal himself quickly. The teacher provided emotional support and encouraged shared activities behavioral markers with the student who helped put the carpets and gave both students a high five to mark their productivity (“A job well done,” n.d.). In the second video, titled “Almost Even,” the teacher also provides instructional support, but the teacher-student interaction is longer as the teacher witnesses the learning process and helps with the development of the weight concept. The teacher lets students analyze the consequences, adding more weight to the scales, and connects the concept to the real world by providing information about the physics behind the scales (“Almost even,” n.d.). The teacher can assess the learning process through the students’ behavioral markers of asking why/how questions.

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Although students in both videos are close in the age group, teachers use different CLASS domains in these situations. In the first video, the teacher supports the student’s participation in the classroom organization process and provides emotional support for the other student who helped the first one. Although the second video also features a learning process with two kids, the teacher focuses on instructional support. The first video touches on the productivity dimension, while the second one focuses on the dimension of concept development. In the second video, both students try to simultaneously put weight on the scales, which could be solved with additional emotional support. Although the interaction between the students and teacher in the first video is more concise than in the second case, it promotes consistency and clarity behavioral markers.

References

A job well done. (n.d.) [Video]

Almost even. (n.d.) [Video]

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ChalkyPapers. (2022, September 10). Teachers’ Approaches to the Learning Process. Retrieved from https://chalkypapers.com/teachers-approaches-to-the-learning-process/

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ChalkyPapers. (2022, September 10). Teachers’ Approaches to the Learning Process. https://chalkypapers.com/teachers-approaches-to-the-learning-process/

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"Teachers’ Approaches to the Learning Process." ChalkyPapers, 10 Sept. 2022, chalkypapers.com/teachers-approaches-to-the-learning-process/.

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ChalkyPapers. (2022) 'Teachers’ Approaches to the Learning Process'. 10 September.

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ChalkyPapers. 2022. "Teachers’ Approaches to the Learning Process." September 10, 2022. https://chalkypapers.com/teachers-approaches-to-the-learning-process/.

1. ChalkyPapers. "Teachers’ Approaches to the Learning Process." September 10, 2022. https://chalkypapers.com/teachers-approaches-to-the-learning-process/.


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ChalkyPapers. "Teachers’ Approaches to the Learning Process." September 10, 2022. https://chalkypapers.com/teachers-approaches-to-the-learning-process/.