Discuss three strategies that support the delivery of effective teaching and learning in a classroom. Use examples from your own setting to support your response.
In this essay, three strategies that support the delivery of effective teaching and learning in a classroom will be discussed, along with examples from my own setting to support the responses to these strategies.
A number of strategies can be used in the classroom; however these strategies will not have any impact on the children if the foundations of correct learning behaviour are not put in place to start with. The children’s motivation and want to learn may not always be positive, therefor the teacher must put in place ground rules to make sure the behaviour is correct, to then see the learning for the whole class uninterrupted. The teaching styles used will have to vary to suit all the children in the classroom, and if not, will have to be adapted to suit certain children. Although it may not seem like a major issue to interrupting the children’s learning, the correct environment alongside the correct equipment must be put in place to give the children a better and more positive environment to learn in. The correct support must be put in place to not only help improve the child’s learning, but to also give the children confidence to learn inside the classroom as well as make the children feel at ease with learning and enjoy learning.  
There have been many theories and strategies trialled and tested over the years looking for ways to improve the different concepts of teaching and learning in a classroom environment. Although these theories and strategies are put in place, they don’t always have a positive effect on the child’s behaviour or academic results. The strategies will always have positive and negatives impacts on the children they’re used on, however it is up to the teacher to decide which strategy to use and see the results at the end whether the strategy is working or not. The teaching strategies put in place must vary for all pupils as every pupil in the classroom is different, there for the learning process for each child is different.
The first strategy that that supports the delivery of effective teaching and learning in a classroom is the ‘Phonics’ strategy. Phonics is a method used to improve the reading and writing of the English or Welsh language by developing the children’s phonemic awareness. It is a method of teaching children to read by linking sounds and the symbols that represent them. The phonics method is often used for an individual struggling with basic literature skills or for a group of children with the same literacy level problems. Phonics makes learning to read easier, simpler and crucially gets children reading quicker. (www.readwithfonics.com/parents-phonics-guide)(29/10/17) Phonics in simple terms is splitting a basic word up and sounding each letter out to then create that word fully. It can be taught as early as 3 years of age, but is mainly introduced in reception years (5 years of age). In the first stages letters and their sounds are introduced one at a time with a new letter being taught each day. The children will then begin to learn to blend and segment to begin reading and spelling. This will begin with simple words linked to the sounds they have learnt. During the second stage the children will spend a lot of time learning about the sounds that are used in words. They begin to blend and segment these sounds into words and sentences. The third stage is used as a recap, as the child is older, to see if the child can still use the skills learnt to sound and write out new words.
At this point the children would be expected to read simple words and simple sentences and using the phonics method only to sound out one or two words they don’t understand. The splitting of the word is divided by using by ‘segmenting’ for example the children would split the word ‘CAT’ by sounding out each letter individually C-A-T to then say the final word, CAT. They will then learn about ‘digraphs’ which is when two or three letters come together to make a ‘phoneme’. From there the children are then introduced to a ‘phoneme’ which will create words using the same specific sound in different words, for example the ‘ou’ sound will be taught for the children to learn words with that sound like ‘out’ ‘loud’ ‘sound’. From learning the words and sounds the children will then begin to ‘blend’ letters together to create words if they are unsure of the spelling of a word. They may need to sound out the word with each letter individually first before writing the word down. From learning a specific sound, they can then begin to learn specific words, and then go on to create certain sentences. The process is quite slow and time consuming, however the children in the long term will be able to read and write sentences a lot faster.
Precision teaching is another strategy that supports the delivery of effective teaching in a classroom environment. Again similar to the phonics strategy, it focuses on the literature side and is mostly taught to individuals. Precision teaching is a teaching programme aimed to meet the needs of an individual child or young person who has difficulty with literacy skills. The precision teaching method will see spreadsheets created with certain words for the child to say, each spreadsheet will see around four to eight different words on the spreadsheet and repeated in no particular order from the spreadsheet. The aim is for the child to be able to say the words correctly, spell the words correctly and understand the meaning of the words on the spreadsheet. The child will say each word individually at random reading from the spreadsheet and, to make the activity more interesting, will be timed to see how long it takes to say these words correctly. From this the time taken will be recorded to monitor the child’s progress. The activity should be taken place once every day and overtime the results should show that the child is able to not only say the word and understand the meaning of the word, but also say pronounce the words confidently and work through each word on the spreadsheet in a quicker time then when first started. From a personal experience, the competitive side of the child will kick in and does affect the way the child pronounces the words. The child is too worried and focused about the time scored rather than the pronunciation of the words. 
The last strategy is the simple reward method. The reward method is usually used to reward children in the classroom for good behaviour, however can be used in other areas as well, for example good effort in the classroom, or good behaviour outside the classroom. The reward system is used to motivate the children in terms of better behaviour and better class work, therefor promoting a more effective and interested class. The rewards for the children can vary, but the reward is usually some sort of sticker for the children. This can either be a sticker for them straight away or sometimes put on a chart format to build up to bigger rewards once reaching a certain amount of stickers. Overall the strategy is put in place to promote positivity and motivate the children to improve in all areas of their school time, but can also be used as a discipline method; by taking away or not giving rewards for those who aren’t behaving well enough or their work isn’t up to standard. In some scenarios the reward method can see the children’s school work worsen over time, as the child may not care about receiving any reward for their work. Although the reward strategy is mainly used to promote positive behaviour in the classroom, it also has an effect on the children’s work ethic and class work itself. 
In terms of improving a child’s literature or numeracy skills, the first and second strategy is the most appropriate; however the reward strategy can also be linked with both of these strategies to promote effective teaching and learning. The strategies used must all suit the children they are being used for; otherwise they simply will not have any impact of the child. The child must be interested in the activity of the strategy as well as being able to actually complete the activity whilst being challenged slightly. The child’s progression must be monitored in order to push and motivate the child to perform better and these strategies used should do just that. It is interesting to see the impact these strategies have on the children, as it is hard to see whether the work from the activity has actually been understood fully. The only way of seeing the changes would have to be through tests, which are a completely different format and style to how the children have learnt the work.

References 
https://www.readwithfonics.com/parents-phonics-guide