methodology 2 project_nikola radulovic.doc

7/25/2019 Methodology 2 Project_Nikola Radulovic.doc

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Methodology 2 Project

Nikola Radulovi

Classroom Management

Criterion 1

Creating a learning environment in which acquiring the content requires having discipline

ensured

t is widely !elieved that spreading knowledge properly requires students who are well"

disciplined# $ devoted and skil%ul teacher should !e capa!le o% en%orcing the !alance!etween the provided content and the required discipline# $cting accordingly& such a teacher

tends to orchestrate his'her class in a way which ensures that the students are aware o% the

%act that the teacher is a signi%icant %igure in their process o% learning& which means that they

are encouraged to !elieve that they simply cannot keep up i% they diso!ey the %undamental

code o% conduct which is e(pected to e(ist within a classroom#

)uch an approach requires a teacher who clearly provides the %acts a!out the necessity o%

!ehaving properly# n such case& the students are compelled to remain disciplined even i%

there is no particular chance o% !eing reprimanded !ecause a reprimand is not necessary i% the

knowledge and the results o% e(amination are the main reason %or !ehaving properly# )uch a

%unctional %ramework ensures the high quality o% teaching practice which may !e esta!lished

i% only the children !ehave in the way they are e(pected to !ehave#

Criterion 2

Catchy oration and properly adjusted voice

Casting a discerning glance upon the comprehensive history o% teaching practice& it has

always !een proved that a good orator leaves an impression o% !eing knowledgea!le and sel%"

con%ident# n ancient *reece& schools were !ased on speeches delivered !y philosophers who

were usually surrounded !y students# Catchy voices have remained an use%ul mean %or

spreading words among students# +ue to that %act& the voice o% the teacher should !e in

accordance with the importance o% the content# $djusting tone properly& a teacher is capa!le


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o% making the attention o% the students %luctuate in order to make the students acquire the

main points o% the content#

,oice can !e more or less so%t& !ut within the %ramework o% the classroom in which students

put e%%ort to a!sor! the taught in%ormation& the properly adjusted voice may !e used to

indicate the signi%icance o% certain parts o% the analysed issue or the content# ,oice is like a

tool which simply orchestrates the tempo o% the process o% teaching and acquiring# -he catchy

sounds o% the thoroughly prepared presentation o% the content requires analytically" inclined

orator who tends to make each o% the students a!sor! the segments o% the content# .ell"

delivered orations may su%%ice in the classroom i% they are associated with the mood is

nourished in it# $ good teacher should !e a!le to notice the constant %luctuating o% it and raise

the voice according to the situation#

Criterion /

-he concept o% panopticon within the classroom

-he panopticon is a philosophical concept created !y 0ritish philosopher eremy 0entham

according to which the people who are o!served are not aware whether they are currently

monitored or not& so that they are in some way persuaded to !ehave properly all the time#

$lthough the concept had primarily its purpose to en%orce discipline o% inmates in prison& the

theory o% panopticon has !een used and interpreted in numerous aspects o% the society#

claim that such a concept may has its purpose in the classroom since the children tend to !e

more productive while !eing o!served#

)uch a concept in the classroom does not have the purpose o% putting an e(aggerated&

unaccepta!le pressure on the children# % they can not %igure out whether they are o!served or

not& they may !e prone to !ecome accustomed to such a treatment and simply start avoiding

unnecessary pro!lems without %eeling a particular pressure !ecause they simply can not

e(pect the o!server#

.ithin the classroom& this could !e achieved through constant work with children and i% such

a practice is en%orced constantly and without any kind o% e(ceptions and e(cuses# -his

approach requires constant movement o% the teacher& !ut ensures discipline and diligence

!ecause children do not know when they will %ace the teacher during the classroom# -his

concept even ensures that the teacher is capa!le o% noticing pro!lems& content"related issues


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and interaction among the children# -he teacher is then not capa!le o% remaining in %ront o%

the !lack!oard or sitting# -he teacher who tends to esta!lish panopticon should !e prepared to

actively deal with !oth discipline and the content during 3 minutes o% the class# )uch a

teacher should ensure that he'she does not appear an intruder& !ut a person who project

enough sel%"con%idence in order to make the process o% learning sustaina!le#

Criterion

+ealing with issues prior to real pro!lems

$ teacher should conduct a relentless scrutiny o% all issues that have a potential o% causing

pro!lems that are relevant in the classroom# )uch pro!lems include issues related to

cooperation among children# )ince school is an institution that has the aim o% encouraging

mutual understanding and work& a teacher should try to make the children pay their attention

on each other as much as possi!le#

-eam work& as well as joint projects& are crucial %or maintaining the level o% productiveness

o% each student !ecause it is claimed that the process o% individual development is not

relevant and %easi!le i% it is conducted in social isolation# Managing a class in terms o%

enhancing social skills and !oosting understanding should !e considered appropriate i% one

wants to %ul%il the aim o% having school as social institution# -he process o% spreadingknowledge can not !e conducted i% psychological aspect does not %it in the !road concept o%

the classroom# Mutual understanding simply encourage the coherence among children#

Criterion 3

Pedagogical aspects o% education pointed out

.hile dealing with the content o% the su!ject& it may !e important to remind the children o%

!asic concepts o% pedagogy and education in order to make their process o% a!sor!ing thecontent sustaina!le# $cquiring knowledge& especially an a!undance o% it& may certainly

encounter the pro!lem o% low motivation& or a lack o% 4eal# Pointing out even rudimentary

points o% education may help students analyse them and acquire those points# t can !e

noticed them students tend to approach the su!ject uncare%ully just !ecause o% the grade itsel%

or !ecause they just tend to pass at the end& they do not consider a su!ject as one step towards

acquiring knowledge# Many students are not aware o% the %act that& %or instance& 5nglish is

not only their su!ject& !ut a language that is used widely# Moreover& spreading notion upon


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signi%icance o% such su!jects could make children start participating in out"o%"class activities

such as courses& pu!lic lectures and de!ates#

$ teacher could provide su%%icient in%ormation upon the necessity o% education& giving

speeches and starting discussions a!out signi%icance o% a variety o% topics a!out the purpose

o% education#

Preparation and planning lessons

Criterion 1

u(taposing what they have learnt with what they are a!out to acquire

$s %ar as a comprehensive preparation %or conducting a class that is meaning%ul& well"

prepared and diligently conducted& it is important that the teacher skil%ully create a

%ramework %or associating the new sections o% grammar and le(ical items with the content the

students are a!out to acquire# )uch a preparation may help the teacher lead the students

care%ully without having to neglect some aspects o% the content that could occur i% the

students encounter an o!stacle or mis!alance !etween the acquired content and the new

le(ical and grammatical items# % a teacher respects this principle& no additional issues could

interrupt the process o% teaching !ecause knowledge"related gaps can not appear and cause

con%usion and any kind o% !ewilderment# % this principle is not respected& the students could

%ind acquiring the new content hard !ecause they notice that there is a gap or a lack o%

in%ormation#

$ teacher may use a partially"%illed mind map in the classroom in order to present the new

content& asking the children to provide more in%ormation a!out the presented"issues which

could help the teacher detect a gap& a pro!lem that occurs due to the lack o% in%ormation# $

signi%icant pro!lem may occur i% there is an issue with the cause"consequence relation that is

in the core o% acquiring a language#

Criterion 2

Creating a register o% %requent issues that every student has

5very student encounters numerous issues during 3 minutes o% a lesson# Moreover& issues

may occur due to previously discussed knowledge"related gaps and the decreased level o%

attention payed to the content provided !y the teacher# n order to avoid such issues that are

on one hand rather personal a teacher should create a register o% %requently"encountered


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issues !ased on the pro%essional e(perience& and also e(perience gained through dealing with

one particular class# % a teacher %ul%il this requirement& each student could !e care%ully

monitored throughout the whole school year& with a huge chance o% having the issues

detected and resolved prior to acquiring new concepts and terms#

$ placement test that is conducted %our times during a school year may help a teacher have a

discerning insight into the pro!lems the children have and help him'her prepare a lesson in a

way that provides enough time to %ace the pro!lems properly& so that the ne(t placement test

is !etter# 5ach lesson should consist o% teaching new content and evaluating the previously

encountered issues that could !ecome serious errors in %uture at some other stages o% the

development o% each student#

Monitoring students constantly may su%%ice as a principle i% the pro!lems are scri!!led down

immediately a%ter they appear# -he teacher must evaluate the pro!lems o!jectively& and shun

producing an interpretation that could !e mischieving# $ teacher should not do that in %ront o%

the students& !ecause they would anticipate that they are o!served# $n inde( o% issues may

!oost the %urther development o% su%%iciency o% the lesson preparation process#

Criterion /

$n e(ploring& !roadening %ramework o% the content

6aving mentioned a mind map in the classroom& claimed that such a tool is open"ended& and

provide an appropriate starting point %or discussion and %urther e(ploration o% alternatives#

0earing in mind the nature o% the language"related content& it may !e said that a language is

!roadening scope that always allows %urther e(ploration in term o% acquiring content#

Preparing a lesson in accordance with this notion allows a teacher to include all availa!le out"o%"te(t!ook resources that do not mean an e(aggeration o% the sheer amount o% the provided&

!ut neatly supports the process o% acquiring# )ynonyms& leading mind"maps& the analysis o%

parts o% literary works permit su!tle !roadening o% the content# 7or instance& le(ical items

present the sphere o% $merican 5nglish do di%%er %rom those that are under the le(ical

in%luence o% the 0ritish 5nglish#


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Preparing a lesson in accordance with the !roadening principle help the teacher su%%ocate the

gaps in time instead o% reiterating the already provided content through a variety o% games

that might appear !oring or are not appropriate %or each student in the classroom#

$ set!ack o% this principle could !e an e(aggeration concerning the num!er o% the provided

terms which might !e a !urden# -hrough a variety o% activities a teacher may su!tly channel

!oth creativity and knowledge# 8sing the !roadening principle& the preparation o% the lesson

achieves a new %unctional dimension which could make the children learn more#

Criterion

5(ploration o% o!jectives

Prior to giving a lecture& a teacher may %ind use%ul to summari4e two or three main learning

o!jectives o% that particular class# % this step is %ollowed properly& a class could !e divided

into appropriate segments& and each o% them may !e utterly su%%icient concerning students

active engagement# Pointing out the main o!jectives& a teacher may easily %ind out what role

this particular class has within the !road %ramework o% the course# Moreover& this

categorisation should make each o% the segment'o!jective thoroughly e(plored during class

preparation period# -eaching within a %ramework o% a task may help a teacher %ollow the

progress students have made throughout the semester comparing the issues& results andindividual reports that every student should have# Moreover& o!jectives should cover most o%

the grammatical and le(ical parts that should represent a !ackground %or %urther development

o% students#

Criterion 3

Preparation o% checking activities

$ teacher should !e ready to cope with a variety o% checking activities concerning the

acquisition o% the content# Making a list o% students who are more and less prone to

participate is important& and their teamwork skills should !e analysed as well# -hose who

have previously !een less active may take larger part this turn in speci%ic activities such as

9think"pair"share:# -he 9%ollows"up: activity may !e suita!le as well since it could make

students start discussion upon a topic# 8pon the end o% the activity& a teacher should survey

the class and scri!!le down results and impressions concerning the participation and


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development o% each o% students& which could help him'her prepare e(tra activities %or the

ne(t class in order to !oost the progress within the !ranches o% the 5nglish language

acquisition# Creating pre"requirements %or every lesson may help a teacher evaluate his'her

own progress and %ocus on issues that could !e improved#

Classroom nstruction

Criterion 1

0roadening the scope o% the content

)tudents should !e allowed to give their own e(planations and impressions concerning thescrutiny o% the given content# denti%ying& %or instance& synonyms and antonyms may help

them activate their pre"!ackground knowledge concerning the presented topic# 5(periences

and other li%e"!ased stories may help students !roaden their strategies and !ackground that

are essential %or dealing with the content# Moreover& the act o% !roadening the perceiving

scope o% !ackground helps students understand the point o% a lesson more easily and make

them !ecome aware o% the process o% learning#

)umming"up the main points o% task may also help students understand the point more easily

i% the solutions are given in a %orm that is rather !rie%# -he process o% acquiring the

summarised elements is a kind o% acquisition itsel%# -hose who are capa!le o% providing an

e%%ective summary are more inclined to acquire any sort o% content more easily !ecause they

are more aware o% the acquisition process# )ummarising is rather e%%ective !ecause it helps

students e(clude wordy elements o% a task& %ind out the most important ones& care%ully deal

with the meaning%ul core o% the task& and evaluate their own progress#

-eaching summarising means an active role o% a teacher in terms o% providing !asic

requirements %or developing metacognitive skills& as well as !asic rules o% e%%ective

summarising o% a task#

Criterion 2

Promoting work and pedagogical role o% a teacher

Promotion o% education may help a teacher hook particular students& and make them pay

respect to values that are promoted as the main concepts o% education within the system#


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Moreover& i% the national educational strategy is oriented towards promotion o% education& a

teacher may have sets o% material and other kind o% support that could promote the main aims

o% putting e%%ort# Providing in%ormation a!out culture and dealing with the content in a way

that !oost !roadening o% the scope o% knowledge represent !asic means in terms o%

psychological pursuing the required goals#

Recognition o% e%%ort has its core in the pedagogical dealing with a child who has to !e aware

o% the %act that a reward or recognition can only !e achieved i% enough e%%ort has !een put in

order to achieve sth# or make crucial progress concerning the acquisition o% the content#

Recognising in a classroom& like correcting errors& is a tool that should !e used su%%iciently in

order to make noticea!le progress# Care%ully"chosen recognition is a way o% !oosting

students; e%%ort& !ut it must consist o% certain elements like non"e(aggeration o% the use o% the

recognition tool& providing e(planation every time when recognising takes its place& which

means that it is important to provide the reason %or the recognition# Recognition should !e

undertaken pu!licly& so that students should !e %amiliar %or the causes and circumstances o%

such an act#

$t lower grades& recognition should !e descri!ed in a way that is !oth positive and e%%ective&

which means that a student whose work is a!out to !e pu!licly recognised should !e

descri!ed in terms o% his'her traits& especially those which are related to work in classroom#

Personalisation o% the recognition should !e !alanced& so that children should not %eel

neglected& !ut aware o% requirements %or !eing recognised#

Criterion /

-he use o% spatial and visual re%erents in order to convey the content#

$dding visual re%erents may enhance an a!ility to acquire terms relating them to o!jects

whose characteristics can !e visually o!served# )uch o!ject can !e used %or %urnishing the

classroom& or they can !e drawn and su!sequently presented to students who notice their

%eatures and provide !oth terms and e(planations in the target language# 7lash cards& so%tware

that uses %lash cards& as well as apps that are !ased on this tool& are use%ul %or teaching

voca!ulary#

-eacher can actively participate in visual presentation o% the meaning o% the terms adjusting

the lesson plan to visual learning# $ %lashcard !earing the picture o% the main term can !e put


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on the !lack!oard& which means that the whole le(ical part o% the unit can !e structurally

!ased upon that particular term& and then synonyms& antonyms and collocations can !e use%ul#

)ym!ols usually !ear particular meaning in particular environment# -heir use can !e

e(panded !y providing stories upon the issues that are !ased on the meaning o% the sym!ol#

)ome movements in the classroom can !e used !y the teacher in order to depict a sym!olic

meaning o% a term#

Criterioum

Mutual understanding and colla!oration

Mutual understanding is essential %or enhancement o% skills& progress and achievements#

Moreover& students who are capa!le o% relying upon each other always receive a kind o% a

%eed!ack %rom classmates concerning their demeanour& ideas& knowledge and relia!ility# $

student who participates in work that is in accordance with the team"working principles is

usually e(posed to increasing his'her own sel%"con%idence through active participation within

a group# )el%"initiative students who act conscientiously are recognised among other students&

as well as teachers# -hrough team"work they !ecome role models %or other students& and their

a!ilities are later considered essential %or %urther development that is related to their long"

term career goals#

Contemporary research that is related to teaching practice shows that smaller groups are more

%unctional and that mem!ers o% such groups have more opportunities %or interaction with a

teacher# 5%%ective learning is usually !ased upon open discussion& suggestions& new ideas and

e(periences that are directly !rought !y other students# )tudents should !e divided into

groups at the very !eginning o% the term& and the groups should !e changed sometimes in

order to make students !ecome accustomed to rotation in terms o% working hierarchy#

Criterion 3

Predicting and hypotheses

$s %ar as open discussion is concerned& students should !e inclined to predict the e%%ects o%

the learning"oriented steps they undertake in order to acquire the content# -hey should !e

taught to create a mind"map"like structure that supports their pursuits towards the proper

acquisition o% the taught points#


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)el%"questioning and prediction should encourage them to develop model patterns o% the

process o% learning that show how certain decisions at the end a%%ect the acquisition process#

Moreover& students can always do something that is to certain e(tent similar to the projects

that would !e conducted in %uture& a%ter acquiring compulsory skills %or doing in"depth

projects !ased on the knowledge that has !een previously acquired#

$ comprehensive scrutiny o% their own skills and knowledge should !e undertaken prior do

doing %urther activities& so that students have a sta!le !ackground and evaluating skills that

could help them monitor their own progress#

Classroom $ssessment

Criterion 1

Pre knowledge assessment#

5%%ective learning is !ased upon the principles that have their root in pre"knowledge the

students acquired prior to dealing with a new course# $ teacher may conduct a variety o%

testing activities in order to %ind out how well his'her students deal with the knowledge that is

necessary %or acquiring the content %rom the current sylla!us#

)uch testing should show& i% they the tests are enough comprehensive& every aspect o%

students; knowledge that are considered essential# $ teacher may ask other teachers who have

previously taught the same class to show him'her ru!rics& notes& and other way o% presented

assumptions and impressions concerning each student %rom the classroom#

Practically speaking& the mentioned testing activities should !e conducted at the very

!eginning o% each term in order to have a well"structured picture o% the achievements o% each

students#

Criterion 2

5very class should !e monitored care%ully

5very lesson given in a classroom is a cog in the coherent %ramework that has the

comprehensive distri!ution o% knowledge as its main aim# )peaking in terms o% care%ul

evaluation o% the process o% acquisition& pie !ars and charts that show how e%%ective the

lessons are necessary i% such process is e(pected to !e monitored# Moreover& the most


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important aspect o% such evaluation is students; active participation& o!serving the pro!lems

in accordance with the monitoring strategy#

$ teacher should provide a variety o% assessing activities that could lead to the appropriate

picture o% students; knowledge and skills# Polls& questionnaires and in"class writing activities

may !e conducted at the very end o% every lesson#


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what potential pro!lems are# $s %ar as teaching a %oreign language is concerned& the issues

might appear in the summary itsel%# Prior to giving such evaluations o% the main pro!lems&

students should !e taught how to create e%%ective report upon their individual pro!lems# $lso&

a teacher must assure students that su!mitting such a report is not a part o% their %inal grade#

Pointing out the keywords and key terms at the end o% the lesson& a teacher may ask students

to reiterate the acquired through di%%erent ways o% e(pressing the aspects o% the content# $t

the end& students should !e asked to apply the acquired& and then the teacher can %ind out

more a!out potential issues# )tudents should also !e encouraged to ask upon the the presented

topics#

Criterion

$n open"end

6aving open"ends o% every section covered in a class is a proper way to look %or ideas and

suggestions that students usually have upon certain topic# -hey can on their own create a

version o% a story& o%%er new pieces o% voca!ulary and show the current pro!lems that they

have so %ar encountered# 6aving the open"end o% a thematically"selected topic is !oosting

creativity and channelling ideas which can help students e(plore additional possi!ilities %or

solving a grammatical and le(ical issue#

Practically o!serving open"ends in a class& storytelling and ju(taposing the already acquired

with new patterns o% learning& le(ical units and other suggestions help students %ocus on their

own creativity# $ teacher can always& at the end o% the class& o%%er an appropriate %ramework

%or conveying the new meaning o% the active participation in class#

Criterion 3

$ddressing individual di%%erences

$ssessing a class is !ased upon individual per%ormances o% students# $ teacher should !e

capa!le o% tackling di%%erent issues that occur in class due to the %act the children have

di%%erent inclinations& aspirations and need# Moreover& a teacher should !e properly trained in

a %ield o% coping with disa!led children and similar e(amples that require special training and

approach#

requirements set !y students# Creating ru!rics %or %ollowing each o% the students is necessary


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in order to %ind out which method is suita!le# Cognitive characteristics o% students may

require teaching metacognitive strategies and other similar tools# $%ter adopting a set o%

measures that are suita!le and working in accordance with them& a teacher may start working

assessing the individual per%ormances o% each o% the students# Criteria should always !e

di%%erent in order to create common assessment %ramework %or a class#

Responisibilities of a teacher outside-of-classroom

Criterion 1

7ocusing on individual impact through long"lasting monitoring out"o%"class#

=ong"lasting monitoring which has its %ocus upon activities done out o% the classroom is

!ased on cooperation !etween a teacher& school as an institution and parents who are

e(pected to actively participate within a %ramework that is created to encompasses all e%%orts

put !y a student in order to acquire the content& and achieve the goals set !y the system o%

education#

Practically speaking& a teacher should %amiliarise himsel%'hersel% with the in%ormation upon

the social li%e o% a student& living and working conditions in the %amily& e(periences that other

teachers have had with that student& and his'her personal inclinations and desires#

8pon %inishing the creation o% such a !ackground& a teacher should contact parents in order to

esta!lish& i% possi!le& a %unctional relationship with them# t is required to create a kind o% a

ru!ric in order to %ollow the personal and academic development o% a student# Moreover& in

cooperation with his'her colleagues& a teacher should create an environment in which a

student is encouraged to improve personal credentials# )chool psychologist& o!serving the

whole process& may work with a teacher in order to complete a picture o% a student#

Criterion 2

=ong lasting education o% teachers

$ genuine pro%essional may !e prone to sel%"assessment that is !oth in"depth and long"

lasting# )uch a sustaina!le development o% teaching skills may only !e maintained !y a


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widely supported striving %or achieving knowledge and relia!le occupation"related education#

)eminars& con%erences and trainings have their purpose o% improving capa!ilities o%

monitoring the e%%ectiveness o% appropriate teaching methods#

mplementation o% the acquired skills should !e %unctional& remarka!le& and visi!le in all

aspects o% the presented work in a classroom# )tudents should directly !ene%it %rom the active

role o% a teacher who is ready to adopt the principle o% sel%" assessment& which is !oth

%unctional and sel%"criticising# Moreover& sel%"analysis should !e !ased on criteria that are are

esta!lished widely& which means that such a teacher may !ene%it the most i% e(periences %rom

another countries are care%ully o!served& and implemented in a way that is appropriate& and in

accordance with the %acilities that school as an institution has# -he gained e(periences are not

as appropriate as they could !e i% sta%% working in school do not have necessary practicaltools like computers& players and projectors availa!le# 7unctionality and e%%ectiveness should

!e in accordance with availa!ility o% %acilities#

Criterion /

5(ploring out"o%"classroom activities %or students

-here is a variety o% activities %or students who learn 5nglish availa!le %or %ree& or they are

o%%ered %or children who show a special %lair %or a particular language# 0eing committed tothe concept o% li%elong learning& a teacher is likely to e(plore the possi!ilities %or the

implementation o% the mentioned concept into the work o% students# )tudents should !e

taught to pursue such a concept# Creating e(tra"curriculum activities is signi%icant in terms o%

promoting appropriate system o% values that is related to learning and !roadening the

language"related scope o% knowledge#

Practically speaking& a teacher should make connections with relevant institutions& especially

the %oreign ones& in order to e(plore additional possi!ilities %or his'her students# Moreover&

students could !e asked to %ollow contemporary trends o% acquisition& which means that&

complying with the policies set !y %oreign councils %or promoting language and culture& they

perceive 5nglish not only as a su!ject& !ut as a language that could help them reach long"term

education goals# 5nglish is used so widely& so that the students should understand the

necessity o% the proper acquisition o% it#

-he e(plained principles in this criterion have a wide pedagogical role# Perceiving school as a

!ase %or %urther development is crucial %or students who should !e encouraged to understand


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the concept o% it widely# t is also important not to neglect individual e%%ort& so that a teacher

can %ind out which e(tra"curricular activity suits a student the !est& which means that none o%

the students who sit in a classroom is neglected in terms o% acquiring all availa!le skills#

5very student needs to !e approached in a way that is rather unique#

needs o% every student& a teacher should !e capa!le o% o%%ering appropriate material& which

can only !e o!tained i% teacher;s out"o%"classroom activities are conducted well#

Criterion

)u%%icient school management activities

$ school& as a %unctional institution& should !e run properly !y !oth teaching sta%% and

administration that need to cooperate with other education"related institutions# )chools

should !e hierarchically organised& so that a school !oard is the core o% all activities related to

conducting activities# $ teacher should actively participate in those activities& so that he'she

can rely on the institution itsel% concerning assisting a student to develop properly#

$ppropriate material and assistance should !e provided !y committees whose purpose is

assisting !oth teachers and students# 7or instance& schools should have psychologists as

mem!ers o% their sta%%& or& on the other hand& well"organised schools have a committee %or

inclusive education& which means that children with learning pro!lems& as well as physicallychallenged children can !e properly assisted& without a need o% %inding additional %acilities

that e(ist out o% school& which are e(pensive and usually not a%%orda!le !y parents# $ teaching

sta%% who share duties responsi!ly is a!le to esta!lish appropriate communication !etween

parents and the school& which !oosts colla!oration on a higher level#

Criterion 3

$ role model %or the community

)tudents should !e taught that school is a part o% their community& which means that students

should !e aware o% the %act that the knowledge they acquire could have practical application

in %uture#

Preparing students %or such an application is essential in terms o% promotion the active

engagement within their community# ,olunteering is a good e(ample o% student;s engagement

within the o%%ered scope o% activities that e(ist in a community# )uch activities may help

students acquire a!ilities which are considered %undamental& and cannot !e totally presented


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to students in school# Conducting community"related projects may help students !ecome

sel%"con%ident in terms o% giving suggestions and sharing ideas# Providing necessary support

to layers o% a community that need help is a kind o% psychologically"related !oosting o%

importance o% an individual& which means that students& who actively participate in such

activities& could only start perceiving that education has its social side& and that a theory

should !e %ollowed !y a pragmatic application o% the acquired knowledge#

-he concept o% mo!ility o% students is considered su!stantially important within the

contemporary %ramework o% education# t is up to good teachers to !oost it#

0i!liography >

0riggins& )ara# ?2@ )imple $ssessment )trategies Aou Can 8se 5very +ay#? -each-hought#

methodology 2 project_nikola radulovic.doc

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