Pedagogical Philosophy (No One Should Left Behind)by

A fundamental element in the growing interest in pedagogy was a shift in government focus in education in England. As well as seeking to control classroom activity via the curriculum there was a movement to increase the monitoring of classroom activity via regular scrutiny.

Pedagogy is the stuff of teachers’ daily lives. Put simply it’s about teaching. But we take a broad view of teaching as a complex activity, which encompasses more than just ‘delivering’ education. Another way to explain it is by referring to:

• the art of teaching – the responsive, creative, intuitive part
• the craft of teaching – skills and practice
• the science of teaching – research-informed decision making and the theoretical underpinning.

   The classroom is more than simply a place. It is an environment that

teachers and students create. When the atmosphere is warm, inclusive

and inviting, students are more likely to feel safe and comfortable

When they enter the classroom and sense a foundation of recognition

and respect—cultural continuity—Aboriginal students feel better able

to participate in classroom learning activities, take more ownership for

their own learning, and face and overcome challenges that may lie

ahead.

The first stage of creating a learning community is to develop a

sense of acceptance within the classroom. We have stories,

laughter, quiet times of caring and all of the cooperative hard

work that helps a community to survive .

Giving feedback is one of the key roles that teachers play in the

classroom. This is an important role and the way the teacher handles it can have a strong influence on the learners’ experience. In particular, the way teachers respond to learners can have a powerful impact on learners’ attitudes towards the subject.

Assessment and evaluation are essential components of teaching and

learning in English language arts. Without an effective evaluation

program it is impossible to know whether students have learned,

whether teaching has been effective, or how best to address student

learning needs. The quality of the assessment and evaluation in the

educational process has a profound and well-established link to student

performance.

Motivation has been widely accepted by both teachers and students as one of the key factors that influence  the rate and success of foreign language  (FL) learning. Motivation provides the primary impetus to initiate learning the FL and later the driving force to sustain the long and often tedious learning process; indeed, all the other factors involved in FL learning presuppose motivation to some extent.

of language as a system and of the role of the components of Already teaching English needs a flexible and widely recognized qualification suitable for first language and non-first language learners

of English working in primary, secondary and adult contexts.

It can help teachers  develop teaching and better career opportunities.

Teachers must have a working knowledge and understanding language and speech, specifically sounds, grammar, meaning, coherence, communicative strategies, and social conventions.

Teachers must be able to draw explicit attention to the type of language and its use in classroom settings, which is essential to first and second language learning. The recognition of language variation and dialectical differences and how these relate to learning is also necessary.