In Enabling Optimised Access to Education the Teacher Is Supposed
in a KiKo school
( Criteria list worked out on 2nd int. meeting at Helsinki )
In enabling optimised access to education the teacher is supposed
1.to organise the learning / playing environment
at it’s bestnot at allequipment is easily accessible
furniture arranged to best effect
suitable environmental control (heating, lighting,…)
materials well labelled and located
ease of movement in a room
appropriate storage of pupils belongings
social planning (arrangement of groups)
visual aids easily seen by all
classroom looks like a good an well organised working environment
quiet environment outside to the classroom
there are clear daily routines
there are a few clear rules negotiated with all the children
children are involved in the decoration of their environment
there are suitable activities and equipment for stimulating play activities
2.to stimulate and facilitate the learning process
at it’s bestnot at alllessons are responsive to student diversity
assessment encourages the achievements of all students
staff develop resources to develop learning and participation
small achievements are recognised
students are actively involved in their own learning
teachers understand the stages involved in physical, cognitive and social development
teachers understand the pre-requisite skills to fulfil tasks
teachers use methods instruments routines dialog observations and assessment tasks in order to identify a child’s developmental states and to plan the curriculum from where the child is
3.to provide a social and learning climate to provide resilience
at it’s bestnot at allthe teacher understands and promotes the well-being of the children
the teacher provides reliable ,consistent and positive feedback
the children are given positive feedback for taking academic risks and learning from mistakes
children are encouraged to find solutions to their own problems
children are encouraged to evaluate a variety of possible solutions
children are encouraged to reflect on their achievements
children are encouraged to develop an understanding of the value of rules and routines
children experience unconditional positive regard
children judge themselves against their own standards (self-evaluation)
children learn collaboratively
children are given clear, specific, and positive feed-back about their appropriate behaviour
teachers develop self awareness in children who then reflect on their own possibilities, their own need for help with solving problem and how to get it
teachers develop a sense of pride in achievements which encourages children to make effort, to enjoy learning and to become aware of different possibilities, solutions and routes to success
teachers promote in children a sense that their development enables them to contribute to society
4.to understand and take into account / be responsive to the feedback of the children
at it’s bestnot at allteachers plan, review and teach in partnership with children
teachers actively seek feedback from children on their view of the learning experience
5.to demonstrate awareness not only of the status of the class as a group and of group needs, but also of individuals and their needs
at it’s bestnot at allthe curriculum is appropriate and delivery is differentiated
teachers are concerned to support the learning and participation of all students
lessons are responsive to student diversity
6.to be aware of personal limits (available resources, strength and health)
at it’s bestnot at allthe teacher does not feel professionally overwhelmed
teachers operate within clear boundaries
teachers make appropriate use of other professional’s advice and support
teachers show creativity in their use of available resources and support
7.to involve the carers / parents in due child’s learning
at it’s bestnot at allthere are clear formal and informal routes to two-way communication
the school operates as a welcoming and engaging environment
the school acts to reach-out to the community
the school acts to link with all carers / parents