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Teaching is a complex and multifaceted action, which often needs teachers to consider multiple tasks flexibly at the same time. This report will explain ways of application that need to be considered for maintaining safe inclusive teaching as well as learning development by applying some behavior management theories delivered by Maslow and Skinner.
Education is a coming revolution in the world and it is important to include interaction during learning. The approach to learning in human beings is constantly under research and scrutiny. Over a period, many investigators in this field have concluded that "the human ability to learn is greatly affected by the interaction of ideas". In this way, the pedagogical is an effective principle in teaching and learning that mainly focuses on how the process of learning is influenced by psychological, political and social development learners. This principle reflects on findings on good practice at the same time it reflects on underlying philosophical values such as respect for others as well. In this modern education system, this principle mainly covers five concepts and these are "specialist knowledge, kinesthetic principles, experiential learning, multisensory model and taxonomy of learning". These are complex, intense and diverse activities, which further demand significant expertise. These learning concepts are often utilised by teachers to motivate the exploration of learning amongst all the students. The principle promotes engaging all the learners with the key skills, models of disclosure and maintaining relationships, which are important processes for learning (Nind and Lewthwaite, 2015). Based on this principle Jean Piaget constructed a theory of development, which measured intelligence as a fixed and inherited quality and argued that "humans are active meaning-makers rather than receive knowledge by improving intelligence over time" (Theeducationhub.org.nz, 2022). The theory of Burner proposed that learners always construct their own knowledge and that may be developed by utilising a coding system rather than getting training by teachers. Pedagogical principles provide focus on learning arrangements, developing relationships among pupils and the educational environment, educational principles and learning skills and attitudes. Therefore, as a teacher, I will follow learning principles while teaching students and try to develop strengthening relationships with students to develop their cognitive skills through mitigating issues. Discipline can be another key parameter to developing the learning processes and knowledge-sharing activities in the education sector. The positive discipline model includes sharing positive behaviour with students to rectify their mistakes and prevent them from practising bad behaviours in their educational and social systems.
According to Aloni and Harrington (2018), in asynchronous online conversations, students confront a conversation with learners about a topic related to the course range by delivering initial responses "to a question posed, responding to ideas shared by others, and by additional contributions". Rapid development and increasing global competition for information technologies accelerate social changes. The main vision of the modern education system is to raise all individuals with creative and innovative perspectives, which affect social change and beliefs. The paradigm change in the education system aligns new responsibilities administrators and teachers that students should acquire with innovative thinking and analysis. Organising educational environments as well as constructing designs students' interest and curiosity exhibited effectively in delivering the emergence of innovative ideas (Yap?c?, 2007). In the teaching process, there is no particular way for teaching, selecting appropriate instructional tools and techniques are necessary where self-improvement of both teachers and learners is developed. For example collaborating with another experienced teacher to observe, analyse and think teachers can easily increase their knowledge in core specialist subjects such as math. At all stages there are “priorities on cooperative learning will encourage children to reason logically and creatively through the discussion of mathematical conceptions and notions”. In developing big ideas teachers need to utilise this variety of pedagogical strategies and assessment approaches.
Figure 1: Mastery Learning
Mastery learning is an effective approach for enhancing individual knowledge as a trainer and helps in managing an organising team. Using this approach I bring up projects and assignments related to my learners' preferences and acquire more experiences as a business management trainer. As this approach is an innovative approach where collaborative and blended learning styles are mainly utilised and using this style I group up a team and they comfortably manage to drive out workflow within a given time period.
Figure 2: Collaborative Learning
In developing a high stage of thinking for solving the complex problems coming on the way for completing a project I always go with the Collaborative learning approach. This approach increases all sufficient responsibilities that I required for completing several tasks. This approach help me in my teaching experience and within my subject of business management, my students were also able to adopt the most significant skills that help them to become a leader. An innovative and creative approach can deliver wide support in the educational process as this can provides an opportunity to develop the skills and efficiency of students. I wish to follow the innovativeness and creativity approach in the teaching process throughout my teaching profession to develop students and self-development. I like to practice research on various scientific parameters and love to share those moments with students to develop their interest in practical knowledge along with the theoretical learning process. I want to show pupils various chemistry experiments to sharpen their reminder power and develop their learning capability. The physical experiment can show objects and outcomes visually to grab wide knowledge and students enjoy seeing such things in their learning process. Therefore this can helps them to develop their skills and attraction to learning. However, theoretical learning has a great need to complete practical ones. Students sometimes feel bored with theoretical learning and want to spend time in the practical learning process. In addition, practical learning also provides options to create new hypotheses and this can develop the future of the present generation. Therefore, I want to continue my teaching process by considering practical, innovative and creative approaches in the learning process to deliver wide knowledge to students and to develop their ability to do something.
Figure 3: Blended learning
The very next creative and innovative learning approach that I have chosen in my area of specialism is Blended learning. As I have faced issues while engaging with all students in a team and that might causes confusion sometimes. In this way, utilising this approach I manage a team in a safe learning environment that provides me with an opportunity in dealing with a big project as well. It also helps me during the time of pandemic as well where I manage a virtual classroom and ensure of getting disinfected.
Diagnostics Assessments have helped to address the issues and specified the accurate needs and strengths by determining the targeted objectives in an effective manner. In addition, diagnostics assessments have also developed the cultural attributes of the higher ranges of skills and domains of the students learning procedures by making a wider range of establishments based on the ultimate determinations (Nicol and Macfarlane?Dick, 2006).
The effective ways for meeting the individual needs of the students is to make a learning determination and provided the students with an increased rate of content facilities structures. In addition, it has been briefly divided into four kinds of criteria related to "Summative, Diagnostics, Interim and Formative" and provided the best services among the learners effectively. In this regard, evaluated task 4 can be specified that the "Schemes of Work Lectures" have developed the cultures of abilities and presented effective ways by demonstrating the learner's key to the chances of progressing have been sustainably developed (Tummons, 2011).
The flexibility and the incorporation of feedback have developed the culture of the teaching process and created changes by making prior realisations and improved the rate of adaptability of increased the rates of certain realisations in an effective manner. Thus, the chances of development have been effectively developed by creating a positive effect of improved rates of learning modules (Pedder and James, 2012).
Learning gaps have been created a gap by developing the culture of learners' recent needs and improving the rate of skills infrastructures by performing the tasks and requiring the ultimate performance by setting up the tasks and identifying the needs based on the learner's preferences, interests and preferences respectively. The delivery model has improved the cultural attributes regarding competencies and assets and provided the best services among the customers. In addition, internal and external assessments have been created as evaluations and developed the culture of the performance modules in an effective manner (Bailey and Karolia, 2014). The "Schemes of Working Lectures" have increased the rate of learners' ability and skills by fulfilling the ultimate ranges of general objectives.
The individual's determination and learning preferences have created collaborations and developed the rates of consistency by setting up the timing in an effective manner. The chances of professional expertise and the development of created effective mindsets have been conducted by identifying accurate opportunities and providing alternatives. The curriculum requirements of multiple ranges of attributes related to evaluations, subject matter, and experience rates have been considered the main attributes of the learning and teaching plans.
There have been overviewed the wider range of opportunities related to praising talents increased the rate of mistaken opportunities by starting the determinations. In addition, highlighting the strengths and using precise language have also been treated as another opportunity among the learners.
The assessment information has been communicated to the other professionals by taking the help of the report cards and analysing the academic developments across the reliable information and content areas of the students learning styles and strengths by developing the culture of ultimate determinations.
As opined by Dann (2014), the "Reality and Choice Theory" has been treated as a Reality therapy that has to counsel the viewer's behaviors as well as choices. In addition, the physiological symptoms have not occurred with the physical and mental health and be selected the behaviours by fulfilled their needs effectively. It has been proposed by Willian Glasser in the year of 1997. Therefore, it has also explained human behaviors and created a reality therapy by serving the delivery systems in an effective manner. Thus, adopting the above-depicted theoretical perspectives there have been created wider range changed have been raised related to Personal Communications and Wubbolding by developing the culture of learning and teaching methods.
In contradiction, Pedder and James (2012) have argued that "Social Learning Theory" has been followed by Albert Bandura and creates effective behaviours styles by imitating and observing the behaviours of others by developing the culture of the differentiation of attributes related to attention, motivation, retention and reproductions. Therefore, it has been developed the culture of the social behaviours purposes by acquired and observed the new behaviours and created wider rates of change in the learning process by generated the ideas infrastructures and increased the rate of retention modules. Thus, the teachers can also using the role of models for the development of desired behaviours and created a change in the cultural attributes in an effective manner. It can also be making a change in the different kinds of attributes developments of motivational infrastructures by generating the idea the chances of developments can also be accessed.
As stated by Gibbs and Simpson (2005), the "Interdisciplinary Belbin Models" have been focused on the multiple kinds of strategic attributes related to "Creativity, generated ideas, resolved conflictions, imaginative, creativity and free-thinking ability" respectively. For instance, the chances of development by making a wider range of changes in satisfaction and comfortability have been effectively improved and the completing of group projects has become easier that have been increased the rate of practised cultures by resolving the problems. In contradiction, Lambert, and Lines (2013) have argued that "Maslow's Need Hierarchy Theory" has created a higher range of retention rates and developed a culture of productivity by making better services and reducing the rate of absenteeism and the ultimate ranges of visions have also been becoming specified of a sustainable manner.
Therefore, the chances of motivation rates and setting up accurate determinations can become much easier that can also be created a positive effect on the development of future growth in a sustainable manner. In this regard, the development of leadership skills can also be sustainably developed by taking the help of "Tuckman’s Group Formation" and increasing the rate of performances rates and development activities by creating a wider range of potential sequences. It has developed the cultural attributes based on the four kinds of segmentation related to "Forming, Storming, Performing and Norming" by creating a determination and setting up participation rates and helping the students to give the right path by completing the work within an accurate timing. It can also be created a beneficial side for the development of teaching and learning activities module structures.
Promoting the "Inclusions and equity systems (ED&I)" has made concentrations on the appropriate teaching process and prioritized working places by giving them a priority and increasing the rate of leadership activities. Besides that, the needs of the individual learning process have increased the rate of mortality and created interactions after identifying the gaps. The chances of mortality and rate of encouragement have been sustainably developed by providing prescribed instructions effectively. The safe, inclusive and welcoming classrooms have provided the learners with comfortable spaces for an increased rate of confidences rates and generated the values structures. It has also developed the cultural systems of educational systems by generating future values infrastructures.
There have been overviewed the differentiation of assessment data that has been cordially demonstrated related to monitoring learners, progress and attachments by making an establishment of learners' targets. Besides that, the planning of subsequent data and recording of outcomes assessments have also been used for recording the data.
Created appropriate learning goals and developed the culture of the content facility by making activities the rate of development can also be easily accessed. In addition, the learner's needs to enhance the progressions that have also been meeting the individual's learning and encouraged the rate of progressions (Dann, 2014).
In the developments of promoting diversity and equality, there have been multiple ranges of attributes that have been effectively considered establishments of individuals treating process and avoided the stereotypes curriculum resources have considered as the main attribute that can be easily diversified by maintaining the equity and setting up objectives. Developed the cultural attributes of communications platforms and the chances of development of leadership ability can be sustainably increased. Equality and value need to be present in the learning process as this reduces barriers in the educational process. I want to maintain diversity in learning by delivering equal opportunities for every student and want to reduce bias and gender gaps in the learning process. This can deliver wider opportunities for every student to develop their ability and skills in learning and conflict in education and social systems can get decrease due to this. Therefore, overall development in skills and literacy rates of a country and the innovative and creative power of students can be achieved through this approach and this can deliver effectively support in developing the learning process.
The important skill any teacher can possess is the fosters learners' cognitive engagement and curiosity in an effective manner. Therefore, responsiveness and flexibility have also created an appropriate design module and diversified the accurate needs by creating an effective evaluation of meeting the criteria. In this regard, the "Powerpoint applications, Kahoot and Padlet" have increased the rate of collaborations by developing a culture of effective connectivity (O’Neill and Maguire, 2020).
The assessment information has been communicated to the other professionals by taking the help of the report cards and analysing the academic developments across the reliable information and content areas of the students learning styles and strengths by developing the culture of ultimate determinations.
According to Honey and Mumford (1982), learning style always needs to produce their learning style which includes a questionnaire that probes people's unrestricted behaviour biases as most of the learners never consider what they learn. These questionnaires need to construct based on four effective learning styles such as pragmatists, activists, theorists and reflectors. This model enables all the individuals in the learning process to help them in taking smart decisions. According to Wilson (2017), theories such as behavioural learning theory is learnt from the environmental perspective which mainly focuses on the physical actions and all the consequences developed that had certain consequences in past. Using this theory in their own practice educationalist consider useful learning approaches in planning inclusive teaching. Pedagogy is one of the effective models in planning inclusive teaching which works on the development of attitudes and skills of the learners.
The wider range of aspects related to "Numeracy, languages, "Information and Communication techniques (ICT)" and literacy have created an understanding of knowledge for the development of minimum core effectively. Besides that, data processing, interpretations, research development, and e-assessments have also created a positive effect on the improvements teaching and learning process (Vizard, 2012).
Being a teacher it is necessary to continue to develop the lowest core which is skills and knowledge in language, numeracy and in literacy (Machin et al. 2016). In inclusive teaching and learning process, planning includes embedded approaches as well as developing opportunities for actively involving all the learners and group activities. In the teaching process main goal of the minimum core is to comprise English, maths, literacy and information and communication technology (ICT) within the specialist subject (Gravells and Simpson, 2014). It is important to consider these three phases of the teaching and learning cycle period to gain inclusive teaching and learning. Planning is important for improving the core skills of learners in providing the main aim programme. Numeracy is an important area, which calculates how many sessions are needed to cover the content. For example, sports teachers utilise numeracy statistics to provide sports facilities to athletes. Delivering core elements included learner-centred, meaningful activities, numbering scale and proportion which incorporated a variety of teaching methods by applying for written work, designing and creating a poster and easily engaging learners as well as teachers in that session (Gravells and Simpson, 2014). The final area is analysing or assessing which includes developing skills within a workplace that consist of sources of information of assessments to have their own individual target and for literacy and numeracy into the planning of the next unit and lessons.
The various model related to assessment can resist various factors which influence each assessment type selected, but it is important to include them in the lesson plan for resolving the issues rapidly. In this way, I can say that critical thinking and learning are one of the important approaches involved which identify an effective level of support that help own delivery of inclusive teaching and learning with the help of resources. The constructivist theory might apply in this case which is applied through different learning strategies, which include case studies and group research work and presentation. In this way, learners foster positive interaction and promote sharing of experiences on regular basis. There are many creative and innovative approaches as well which effective theories and models that helps me in engaging with class activities and inspired me to make distance learning easier follow. Tools like Showbie are useful to keep learners performing all the records and deliver resources and feedback from the teacher's side as well. In this way theory, approaches and models are embedded into the curriculum for promoting problem solving in students.
In a classroom, there are mainly four types of learning theories included, which are constructivism, Behaviourism, Humanism and Cognitivism. In planning learning outcomes as a teacher I always focus on my student's future and concerning this effectively I always focus on what are effective ways my students need and how I might also help them. As stated in Bloom’s taxonomy (Bloom, 1956), learning is an effective sequential and hierarchical process. Many students complain that they are not able to know the purpose of learning and that leads to memorising the facts. Subsequently, Back and William, 2006 explored in their model that classrooms of teachers developed formative assessments with teachers and no systematic attempts are made the regulation learning. Traditionally, the teacher is only a responsible person to take all the accounts for developing effective learning within a workplace. This model encourages students to increase effort and persistence, which improves their learning and experience and that, shows how reliable this model is. The cognitive domain is considered one of the significant principles involved with motor skills and that includes both fairness and equity for mitigating the challenges. I utilise different types of assessments, which are necessary to demonstrate knowledge and skills, and need to be actively involved in the learning process. Allowing audiences to present informative information improve learners' social skills "Kinesthetic principle" might also be effective in their assessment practice. In this way, these principles, theories and models provide developmental feedback and providing transparency and help to achieve missions and medals.
It is an important criterion in teacher practices as it allows gaining learning and starting to reflect on others learners in getting how they are performing. In this way, effective reflection requires an advanced level of objectivity to suspend all beliefs and ignore the dominant ideological context (Finlay, 2008). However, it often happens that teachers do not get time as they have significant pressure on them and that makes it impossible for them to involve in learning methods. In this way, there are some effective reflection models and my practice is completely based on them.
The first effective model is "Kolb's experimental learning cycle" which follows Piaget's theory and that develops discovery and experiences in 4 stages. The concrete experience stage describes active involvement which follows a particular demonstration to construct own vision. From my perspective, I tried different types of sessions, which hold literacy, and numeracy classes, which work level 1 and level 2 functional skills and that, indicated as a group or learners what we need to do. Reflective observation is the next stage, which is completely based on conducting the task. Abstract conceptualisation is a further important step of this model, which interprets a new experience of conducting tasks and hosting traditional classes for learners. For example, as a math teacher, I believe that group work is necessary for facilitating collaboration with students. In terms of developing myself, I will work with some sort of evidence as well which may be in the form of grammar and punctuation. Active experimentation is the last stage where learners started coming up with their recommendations for gaining knowledge. Using this model, I have completed a lot of sociological and psychological courses that provide me with a significant knowledge of how to relate to the psyche and interact with people while the communication process.
We have an extraordinarily different student group with multiple various conditions, so this has entrusted me to foster anathema to the requirements of assorted practice. However, I'm not a specialist in such a field and that is why I might want to foster comprehension and diagnosis working with someone who is not able to achieve learning further, and different courses can help with that. Resembling the educational plan, I might want to investigate the area additionally and might want to work with others that have completed studies with others in a proximate field. I will see impoverished connection research papers to check whether there are any further improvements that I can take benefit of and entice from to enhance our student's advancement experience. I in all reality do routinely explore speed ordinances and examinations in the free field however there is in every case better that should be possible. The issue that consists of lower-level courses I have found these theories are excessively essential for me that might cover ground that I have proactively contemplated. So finding the right courses that I can do is getting progressively more troublesome. Also, the higher the degree the more costly it becomes. "Kolb's learning cycle" as we have secured different evaluation devices, and are current during the time spent adjusting our appraisals once more, whenever this has been discontinued we will incomplete and manage this instrument on new students and thereafter survey its adequacy because of students' complaint.
Conclusion
In conclusion, it can be evaluated that teaching methods and techniques connect different knowledge and contribute to the creation of an innovative culture where students can experience broad knowledge.
References
Books
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Education Goals. Cognitive Domain. Longman.
Gravells, A and Simpson, S., 2014 The Certificate in Education and Training. London: Sage
Machin, L., Hindmarch, D., Murray, S. and Richardson, T., 2016. A Complete Guide to the Level 5 Diploma in Education & Training. Second Edition ed. St Albans: Critical Publishing.
Black, P. J., & Wiliam, D. (1998a) Assessment and classroom learning. Assessment in
Education: Principles Policy and Practice, 5(1), 7-73
Black, P. J., & Wiliam, D. (1998a) Assessment and classroom learning. Assessment in
Education: Principles Policy and Practice, 5(1), 7-73
Black, P. J., & Wiliam, D. (1998a) Assessment and classroom learning. Assessment in
Education: Principles Policy and Practice, 5(1), 7-73
Journals
Aloni, M. and Harrington, C., 2018. Research based practices for improving the effectiveness of asynchronous online discussion boards. Scholarship of Teaching and Learning in Psychology
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