Discuss three specific strategies that support the delivery of effective teaching and learning in a classroom. Use academic literature and examples of your own setting to support your response.
This assignment will talk about three specific strategies that support the delivery of effective learning in a classroom. There are lots of different learning styles within the classroom they can effect each child in different ways. Different learning styles are recognized learning styles within adults and children and you will find that the teacher will teach to their own learning styles. Most adults that are teachers teach to their own learning style so for example the kinaesthetic teacher will teach to what they know. There are lots of different types of learners for example visual, cognitive and kinaesthetic are just a few of them. Graf, M. (2009)   theories suggest that learning styles are permanent and built in so the learner will always prefer to learn in a different way. Every student has an individual learning style and personality that differentiates them from others so understanding and finding different strategies to help the child will strengthen their learning.
Learning strategies and styles Dr Hicks( Feb 1 2016) Dr hicks looks at the brain and how it develop with different strategies she said ‘dominance means your left side of your brain is associated with logical thought so for example it has mathematical  thought and inner processing of information’. The right side of your brain perceives and remembers visual tactile and auditory images, for example within the work place children with language barriers find it tuff to understand what will happen next. Within the classroom there are visual time tables. This resource enables children to carry out task throughout the day by using the visual pictures that are stuck on the train. The language is not there so the picture will process on the right side of their brain and they will match it up with what happens within the classroom.
 Anne Watkinson (20002) believes outside influences can affect how we learn for example children using different language could have a barrier so differences in language affect how we communicate and the words we use. But on the other hand children from a home where there are no books or very little vocabulary could be effect to. By putting these things in place within the classroom and just modelling good language will help the child to achieve. The theorist you might hear within the staffroom is Bernstein, Burner and Vygotsky. Sue palmer on Voygotsky believed that education is not built on knowledge it is based on the development of the child’s ability to learning and the teacher planning to the child’s needs. He believed it could be done by using a set of cultural tools for thinking and creating the tools that is mentioned above visual time table makes the link here.
Let’s start to look at these strategies and see how the theorist put these into place the first one to talk about and is a huge one within a school setting. It all begins with managing behaviour or classroom management within the classroom hugely believing these needs to be tackled before the learning actually begins. Anne Watkins (2002) says social interaction or lack of it can affect the learning. The first strategies within the workplace that support this are restorative practice, rights of the child, reward charts and circle time this all comes under one umbrella for wellbeing before learning strategies. There are a few theorists that will support me on this and will gradually bring them in later on in the assignment.
What is restorative practice you might ask? A restorative practice or restorative approach is where everybody’s views are brought in to consideration. An example of this within a work place would be where a child has fallen out with another and they are brought into a circle. This is called a fish bowl or a restorative circle. Here everybody’s views are heard and then the teacher that is guiding this will take all views on board. Questions would be asked for example how do you think this person feels now? What could we have done different in this situation? What can we do to resolve this? By using these techniques it encourages children to solve their own problems. Teaching and learning this strategies means the child might start to resolve social issues without your help. Once learnt and guided issue are resolved before the baseline begins. This encourages children to take on board their behaviour and also realize the consequences using a reward system within the class. Older children in this setting get given cards and once they achieve something they  are given a sticker but if they are not doing the right thing they will be reminded of this system and told they will not receive it for this behaviour. Raising boys (2005) says the celebration of success and effective system of rewards were seen as key success factors which generated a positive response from pupils. A theorist that could support this is a guy called B.F Skinner behavioural theory state reinforcers can be positive or negative and are both used to strengthen behaviour. He put a rat inside a box and if he did not turn of the lever he would get electrocuted. The rat soon realized this and would turn off the lever before he entered the cage. This is the same process for the children given the sticker once they receive the prize they stop misbehaving and learn the behaviour to gain the sticker and receive the prize.
After the strategies have been put in place for behaviour the next step would be something that is called activating prior knowledge. This is for children to use what they already know to try and help them understand something new. The teacher might ask children to brain storm within the classroom this can be done by giving all children a piece of paper and asking them to try and remember what happened on a school trip. After this they would use words to help them from the brainstorm to start putting ideas in their writing. Activating prior knowledge also comes into something used within school called guided reading this will come under the next umbrella of learning this is called the baseline for learning. This would be important because some children can read a paragraph but can’t remember what they have read when they have finished. Activating prior knowledge can prepare children’s brains to read it gets our brains focused and also be more aware of changes if our brain was focused on these ideas this is because the brain needs to read, think and remember before it starts to warm up to read. 
Activating prior knowledge gets children to think about what they already know. Giving children a fiction books within the guided reading group (this is a small group of children with mixed abilities) the teacher might ask what they might already know by saying things like what does the title tell you? What can you tell me about the author? What can you say about the pictures?  If its nonfiction they might ask what kind of text is it? What do they already know about this topic? Recapping prior knowledge is using what you already know to help you understand or write something new. Making connections helps you begin to read it can also remind us of our own thoughts and experiences. Children write what they think they know us as students start to collect information to start building our knowledge about a specific area. Another Strategy that supports activating prior knowledge are shared write teachers will get the children as a class to use what they already know to maybe write a poem of kindness so thinking about this and how they could write it. But children will give ideas and the teacher will scribe on the board and then the children will get a copy each. Gaff, M (2009) reports about a theorist called Jean Piaget he believed that intelligence is not simply the product of genetic inheritance but is something that can be activated within the learners environment.  
The last and final strategy will be lollipop sticks and no hands up policy that is used within the classroom. The children within the classroom are asked not to put their hand up within the classroom when talking about subject instead they get to give an opinion when ready and without shouting out or the teacher has a pot of coloured lollipop sticks and every child in the class has one. So if a question is asked they might pick out the lollipop stick and say the child’s name and that child will answer if the child gets stuck he or she is allowed to phone a friend to help them answer. Think pair and share is another one that ties in here the teacher ask the question then gives the children time to think about the answer. Once they have thought about the question they pair up with their partners and talk about the answers. All these strategies help the children to gain confidence and give even quietest pupils a chance to believe and feel they are part of the class. Chris Watkins says Learning is described as an active process. This aspect is often reflected in the voice of learners themselves. 
To conclude this we should now realize that all children learn in different ways and teachers are there to find effective ways to encourage this. Children sometimes believe they are not worthwhile in all of this although teachers could have also thought this with old school. Chris Watkins believes children build on each other and lead to a key ingredient in effective learning – one which also is reflected in improved performance. This was explained above with the children all got to be part of the shared write and all answers are taken on board. Some children learn in different ways was said above. What if teachers did not recognize this? It would be the disaster of all teaching because that means the teacher has not been bothered to check what kind of style the child is able to learn. A class environment to be a winner all round needs to include good management behaviour positive role models and strong strategies to learning. Teachers learn all different types of strategies and sometimes share the ones that have been effective within the classroom .If these strategies are used well within the classroom it can strengthen the children’s learning and can help them to gain the confidence they need to achieve.