Communicating Effectively with Children and Young People Children need to be consulted at all stages of their care journey; involving children can improve the quality of decisions and lead to more stable placements. Looked after children and young people do not readily talk about their worries or concerns. Social workers and carers need to pay attention not only to what children say, but also what they do not say and how they behave.
The fourth standard addresses the characteristics of quality professional development programs at all levels. Professional Development Standard A Professional development for teachers of science requires learning essential science content through the perspectives and methods of inquiry.
Science learning experiences for teachers must Involve teachers in actively investigating phenomena that can be studied scientifically, interpreting results, and making sense of findings consistent with currently accepted scientific understanding. Address issues, events, problems, or topics significant in science and of interest to participants.
Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. Build on the teacher's current science understanding, ability, and attitudes.
Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. Encourage and support teachers in efforts to collaborate. Knowledge and Understanding of Science One of the most serious questions in science education is what science a teacher needs to know.
What does it mean to know a lot or a little, have a sound foundation, and have in-depth understanding? The criteria of credit hours that states, professional organizations, and higher education institutions use to prescribe content requirements are inadequate indicators of what is learned in a course.
Therefore, the following discussion focuses on the nature of the opportunities to learn science needed by teachers, rather than on credit hours. It is assumed that teachers of science will continue to learn science throughout their careers.
Understand the fundamental facts and concepts in major science disciplines. Be able to make conceptual connections within and across science disciplines, as well as to mathematics, technology, and other school subjects.
Use scientific understanding and ability when dealing with personal and societal issues. Beyond the firm foundation provided by the content standards in Chapter 6how much more science a teacher needs to know for a given level of schooling is an issue of breadth versus depth to be debated and decided locally while respecting the intent of the Standards.
Breadth implies a focus on the basic ideas of science and is central to teaching science at all grade levels. Depth refers to knowing and understanding not only the basic ideas within a science discipline, but also some of the supporting experimental and theoretical knowledge.
National Science Education Standards. The National Academies Press. The depth of understanding of science content required varies according to the grade level of teaching responsibility.
Teachers of grades K-4 usually are generalists who teach most, if not all, school subjects. A primary task for these teachers is to lay the experiential, conceptual, and attitudinal foundation for future learning in science by guiding students through a range of inquiry activities.
To achieve this, elementary teachers of science need to have the opportunity to develop a broad knowledge of science content in addition to some in-depth experiences in at least one science subject. Such in-depth experiences will allow teachers to develop an understanding of inquiry and the structure and production Prospective and practicing teachers must take science courses in which they learn science through inquiry, having the same opportunities as their students will have to develop understanding.
That knowledge prepares teachers to guide student inquiries, appraise current student understanding, and further students' understanding of scientific ideas.
Although thorough science knowledge in many areas would enhance the work of an elementary teacher, it is more realistic to expect a generalist's knowledge.
Science curricula are organized in many different ways in the middle grades. Science experiences go into greater depth, are more quantitative, require more sophisticated reasoning skills, and use more sophisticated apparatus and technology. These requirements of the science courses change the character of the conceptual background required of middle level teachers of science.
While maintaining a breadth of science knowledge, they need to develop greater depth of understanding than their colleagues teaching grades K An intensive, thorough study of at least one scientific discipline will help them meet the demands of their teaching and gain appreciation for how scientific knowledge is produced and how disciplines are structured.
At the secondary level, effective teachers of science possess broad knowledge of all disciplines and a deep understanding of the scientific disciplines they teach.
This implies being familiar enough with a science discipline to take part in research activities within that discipline.
Teachers must possess the skills necessary to guide inquiries based on students' questions. An important test of the appropriate level of understanding for all teachers of science at all levels is the teacher's ability to determine what students understand about science and to use this data to formulate activities that aid the development of sound scientific ideas by their students.ECT can provide relief for people with severe depression who have not been able to feel better with other treatments.
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Explain the principles of relationship building and the skills needed to develop positive relationships with children, young people and adults (, , ) Effective communication is important in developing positive relationships with children and young adults because it helps the child to be able to communicate professional.
Mentoring, coaching, and collaboration are shared processes, a shared journey of commitment to effective practice and improved learning for all students.
In a learning community, adults and children alike are learners as they experiment, give and receive feedback, and use and offer support. When. Building rapport and creating connections is an essential aspect of relating to people.
In personal as well as professional setting, building a connection with whom .
Durham LSCB is a statutory body established under the Children Act It is independently chaired and consists of senior representatives of all the principle stakeholders working together to safeguard children and young people. Apr 27, · I will need to build relationships with other professionals and be able to work effectively with them, both inside and outside of healthcare in order to deliver a high standard of care and to make sure of the service users safety.