K12 English Assignment: Full Stop, Pedagogy, and Micro-Tech Plan

This assignment delves into the significance of English education, emphasizing its role in communication and overall learning. It highlights the importance of providing equal educational opportunities to all children, addressing adverse situations they may encounter, and exploring concepts like pedagogy and micro-tech. The assignment includes a detailed micro-teach plan focused on teaching the use of full stops in English, covering session plans, activities, and learning resources. The plan aims to enhance children's understanding of punctuation and grammar, fostering effective communication skills. The assignment also addresses the National Curriculum's goals, the importance of proofreading, and the impact of adverse childhood experiences on learning, advocating for trauma-sensitive pedagogy and inclusive teaching practices.

Assessment

Introduction
It is essential and vital that every child must have an equal opportunity to education
and must allow to a mainstream school to reach and have full potential and better
knowledge. It has been seen that some children are there who are going to some
uncertain and adverse situation, therefore it has become vital to take some crucial
steps to help these children and protect them from all kind of adverse and worst
situation (Areba and et. al., 2021). Thus, the current assignment is based on the
analysis about the adverse situation encountered by the children along with
discussion about concepts like pedagogy and micro- tech to provide better
understanding and education to child along with presenting a Micro tech plan on
selected concept of English – Full Stop.

Main Body
Every child should have an education and have the opportunity to go to a
mainstream school to reach their full potential and learning knowledge;
therefore, education is to prepare children for the wider society.
Knowledge of English is one of the most important topics for a child to
learn as it would enable them to communicate by learning their spoken
language and in this way teaching them effective communication skills.
Myhill infers that “literacy unites the important skills of reading, writing,
speaking and listening.” (Myhill, 2006).

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Children’s checking through their work allows them to go over their work and
make amendments to it by allowing the child to see if their sentences make
sense by reconstructing their writing. Myhill indicates that “good oral work
enhances pupils understanding of language in oral and written forms. (Myhill,
2006). Children going through what they have written will enable them to
identify if they have used repetitive words, and this way, they would be able
to use a variety of words that they could find from a dictionary. The statement
that I have picked is proofreading for punctuation errors from the national
curriculum therefore the activity that I have picked is identifying full stop.

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The activities that Collins has referred to are giving them worksheets that involve writing
the full stop for example, “I want to look at the television”. (Collins, 2011). One of the
activities are identify where the full stops are that has been used in the sentences;
therefore, Collins gives an example: “we put a full stop at the end of a sentence,”, a child
should be able to identify where they should put a full stop at a sentence, but it is
beneficial for a child to be shown an example to give an awareness. In order for this
activity to be carried out it is important to have awareness that there are different
pedagogical approaches of teaching styles, such as constructivist, collaborative as each
child has a different fingerprint of learning styles.

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Wall infers that “Pedagogy refers to that set of instructional techniques and strategies that
enable learning to occur.” “(Wall, 2015). Some children might like to see the work being
demonstrated; however, some children like to have one-to-one support. e.g., we could write
a comma and a full stop on a whiteboard as this way it would allow children to volunteer to
say which one is a full stop. Learning styles can recognise children needs in order for
teaching to be scheduled that suit the children needs Learning styles is about recognising
the preferences of individuals and also developing strategies to help them succeed.

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Some children would have some learning needs; as children might have dyslexia therefore,
labelling them will recognise each student's strength and weaknesses however labelling can
sometimes have a destructive impact on that child as by making that child feel for self for
fulfilling prophecy, therefore, the child would lose hope in himself. Children who have the
support and staff-directed approaches have some advantages such as better learning. But
this approach can sometimes negatively affect their children's motivation.

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 Throughout the activity, it is important to consider equal opportunities
for children where there should be no differences regardless of their
background therefore, they should be treated equally for example
having the equal support of help therefore all children are taught the
skills obligatory by the national curriculum. Children who have
different ethnicities and have poverties could barricade to success.
Sarah says," Children who experience domestic violence or parental ill-
health whilst they are growing up may be at increased risk. (Sarah,
2004).

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Due to the death of a girl named Victoria Climbie who was abused and
neglected by her parents therefore the every child matters act came into
place at 2003 and this policy applied to every child However, it is
important to know that some children might have adverse childhood such
as emotional abuse as their parents might have left their children.

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It is important to know to have an awareness of the children behaviour as
they might be lead to being disruptive and that would cause different
issues for the child as they will not be able to do the activity and it would
disrupt a lesson as other children won’t be able to learn anything as well
therefore praising the child would encourage them to carry on this type of
particular behaviour however it is important to keep in mind when telling
off children it is important that the child shouldn’t feel embarrassed in
front of the other children.

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The overarching aim of English of the national curriculum is to establish
high standards of language by preparing pupils with a strong knowledge of
the spoken and written language, and the overall aim of planning the full
stops activity is that it allows the children to learn what full stops are and
learn a new range of vocabulary and comprehend the use of grammar.

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Thus, the current assignment and micro tech plan prepared by me is based
on the title of English - The Full stop for which an aim is set that consists
of the fact that people and individuals must be taught and should have the
habit of proofreading the content to check the punctuation and make their
English more current. Apart from this, the main objectives that are
associated with current assignment consists of making students and child
aware about the fact that where should be the full stops should be used in a
sentence and all the children must need to become able to recognises and
make proper use of full stops (Tirrell-Corbin, 2019).

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Thus, these kinds of adverse situation and personal experience leads to a
negative impact on the thinking and learning ability of a child. The use of
micro- teach and pedagogy can be made in an efficient way to protect and
safeguard child from the threat and risk of adverse situation in their
childhood. The concept of pedagogy is mainly related and associated with
the method and practice of teaching that is mainly related and associated
with the any kind of academic subject or theoretical concept

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Apart from this, an analysis can be made out that the National Curriculum
is having a main aim to provide pupils and children with an introduction to
the core knowledge and equal opportunities for all children that they need
and required to be educated and become a responsible citizen. The
statement given by National Curriculum mainly aim at to embody rigour
and high standards in the education sector along with creating a coherence
and equality in whatever is taught in schools.

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On the basis of the vital and suitable statement from the National
Curriculum or EYFS framework, the selected topic that is address within
micro-teach is based on the topic of English. The main reason and
justification behind selecting this vital topic is based on the fact that
English is a most vital language that plays an essential and crucial role in
everyone’s lives as it tend to help in communication. Beside this, effective
understanding about English language is also vital and important as it is
the main language for studying any subject all over the world.

Session Plan and activity
The full stop or full point ( . ) is basically a
punctuation mark that is used for several
purposes within a sentence and most often used to
mark the end of any declarative sentence leaving
and opposed to use after the question or
exclamation sentence (Sellbom, 2019). It forms a
vital part and important form of punctuation mark
in writing English which is mainly used at the
end of a statement.

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For example: I like to eat to pizza.
The schools are going to get open from Wednesday.
Further, the use of full stop is also made at the end of sentences
which are in form of commands like pick up the blue ball. Apart from this,
use of full stop is also seen at the end I sentence that are of in nature of
indirect questions like she had asked me why I did not go to the school
yesterday (Bhandari, Raman and Padmanabhan, 2019).

Micro teach plan is prepared to offer an effective class and period for
children on the topic based on The Full stop.
Micro Teaching Plan
Course English punctuation
Teacher/ Facilitator XYZ
Aim Of the Lesson Pupils should be taught to proofread for punctuation
Class Description English- Full stop
Date
Lesson Topic Full stop
Learning Resources Copies of full stops worksheets activity
Pens/highlighter
Writing materials e.g. pencils and rubbers and rulers.
Estimated Time Of lesson 1 Hour
Comprehension
Task
Process for learners  A topic based question wold be asked from children
 A brief description about full stop and its uses would be provided
Language Focus
Task
Working
Collaboratively
 an example of full stop would be shown to the children by full stop image and stick it
on the board to see it as it would give children aware of what a
 practises worksheet will be provided to child and ask them to read the few first lines
of the sentences and ask them to put the full stops as a part of collaborative
learning.
Communicative
task
Developing
interpersonal
dialogue
 a range of situation is provided to children to make them able to effectively
communicate.
 Questions but use of full stop would be addressed.

Summary
On the basis of above assignment, a conclusion can be made that every child is
having different learning ability that is based on the situation and experience
faced by them. It has been also analysed that certain worst situation and
adverse conditions like emotional abuse as their parents might have left their
children along with environmental factors, such as psychosocial anxiety which
leads significant impact on their learning. Further, a conclusion can also be
made that use of a micro tech plan facilitates more effective teaching practises
to ensure better understanding and learning on a specific topic.

References
 Areba, E.M. and et. al., 2021. Adverse childhood experiences and suicidality: school connectedness as
a protective factor for ethnic minority adolescents. Children and Youth Services Review, 120,
p.105637.
 Tirrell-Corbin, C., 2019. Responding to Childhood Trauma at the Macro-and Microsystem Levels: The
Necessity for Trauma-Sensitive Pedagogy. In Trauma-Informed Schools (pp. 93-107). Springer, Cham.
 Naik, P., 2019. When Trauma-Informed Pedagogy Is Not Enough: The Need for Increased School-
Based Mental Health Services in Public Schools. Kennedy School Review, 19, pp.66-69.
 Butler, L.D., Maguin, E. and Carello, J., 2018. Retraumatization mediates the effect of adverse
childhood experiences on clinical training-related secondary traumatic stress symptoms. Journal of
Trauma & Dissociation, 19(1), pp.25-38.
 Agostini, A., Giountoli, J. and Marelli, L., 2020. RE: Europe’s forest management did not mitigate
climate warming. Full stop.