Team teaching is a great tool to use, not only for effective teaching but also for efficient learning and problem-solving. Students will benefit from having two teachers with different the two teachers were consistent in delivering and supporting the class. Children were more engaged when the two teachers made the objective clear. Additionally, bouncing back ideas and setting clear instructions by breaking the main activity into smaller sections allowed the engagement of every single student in the class. Highlighting the keywords especially for students that have English as an additional language. Teachers used to ask the students the question to enhance what they already found from reading the problem. Following this, students were involved in practical activities that work well with especially with kinesthetic learners. Then one of the teachers addressed the question again so that students can model their answers. Teachers used to stress on highlighting the activity and ask them whether they met their learning objectives by engaging them in pairs. Taking photos of the work of each group was effective to discuss later in the lesson what went wrong and why in order for them to reflect on their understanding and address mistakes on the board most of the students progressed without relying on or manipulating to the actual sheet of rules. Students were so enthusiastic and engaged in the learning process. After watching this video, I have realised how much engagement and how much a teacher can change the way students learn and what they learn. Consistent positive recognition will help teach appropriate behaviour which is similar to skinners (1958) words in teaching machines. Students are taught in the sense that the students are induced in new forms of behaviour or appropriate behaviour for specific occasions which in this case is problem-solving. Skinners call this operant conditioning and are referring to that part of the learning process to make the learner probable. Students need to know that teachers will recognise and support the positive behaviour just as they will also limit the inappropriate or disruptive behaviour. This problem-solving approach to learning differs from a behaviourist approach as it neglects some of the activities of the students’ mind by seeing them as robots rather than considering them as human beings with determination and personal objectives. As a result, it is argued that the theory cannot explain every kind of learning. For example, behaviourism cannot easily explain the way in which these young children identify new language.
This is so close to skinners idea which is to increase the likelihood of the positive behaviour by giving a reward or a praise. Modify the rules to make it easy for both staff and students to understand and implement the system is reinforced every week during assemblies in which pupils receive certificated for behaviour as well as achievements.
Porter, L.(2007) Behaviour in schools, 2nd ed., Maidenhead: Open University pp. 33-46


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