Planning is essential, especially in the classroom, because it enables the teachers to set their expectations for their students and know what to expect. It also promotes communication between the teachers and students and between the students themselves, enabling them to set long-term and short-term goals for their learning. Teaching performance expectations (TPEs) are recommended teaching standards that ensure the teachers have the appropriate knowledge, skill, and ability to provide a safe and healthy learning environment and ensure they meet the needs of every student (California Commission on Teacher Credentialing, 2016).
Planning instructions is important as it promote a range of communication strategies between students and teachers and between students, thus encouraging student participation in the classroom. Initiating good communication in the classroom enables the student's creativity, prompting them to discover new things and ideas on their own and share the concept with their peers, which encourages learning. This requires a strategy that is more of an indirect approach that requires the teacher to keep their students more engaged in classroom activities and tangible learning materials, which keeps them busy enough to develop their own thoughts and ideas.
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Material-based learning, such as incorporating visual and performing arts into the classroom, increases the student's confidence and enables them to grasp concepts and ideas more easily. They help the student to think critically through the introduction of a visual challenge in their minds. The teacher's role would be to give instructions and guide them on how to develop concept ideas. Visual learning enables the students to retain the memory of the ideas and concepts learned, as they associate it with a particular item or activity presented during their lessons.
Visual and performing arts such as dance and music are essentials in a learning environment, and it is necessary for the teachers to incorporate them in their planning instructions. They help the students to discover their passion, improve their self-esteem, individualism, and self-reflection (Sharp, & Tiegs, 2018). They also teach the students the importance of patience and determination when mastering an art, enabling them towards achieving their goals. This learning strategy also allows the teachers to keenly observe the student, critique their abilities and recognize their strengths and weaknesses.
The TPEs set a stage for the active and participative environment where the children are encouraged to participate orally and incorporate other modalities such as visual and performing arts. This is achieved through creating and maintaining an effective learning environment for students, thus boosting the student's productivity in learning and positive interactions amongst themselves (Haidari, & Karakuş, 2019). It also promotes their socio-emotional growth, development, and individual responsibility. The above idea can also be achieved by understanding and organizing subject matter for student learning. The teacher uses and adapts resources such as technology and visual and performing arts to introduce and grant the students access to the curriculum. The teachers should also monitor the student's performances and adjust the curriculum according to their needs.
There are ways to incorporate visual and performing arts by introducing activities that encourage poetry, painting, performing theatre, musicals, and role play into the classroom unit. This could be achieved by introducing classroom or inter-class competitions, which encourage the students to develop creative ideas and share with their peers, whereby there would be a lucrative price to be won for the best idea. The teachers could also introduce school fairs that would encourage the students to showcase their talents and imaginative ideas in front of other students, parents, and guests. Teachers could also incorporate talent search programs that prompt the students to discover their passion and talents. This will ease the incorporation of visual and performing arts into the class unit. This change does not seem too difficult as the introduction of technology could make the idea much easier. For instance, a teacher does not need to hire an entire theater with actors to showcase a play; they can simply show the same idea on television.
References
California Commission on Teacher Credentialing. (2016). California teaching performance expectations.
Haidari, S. M., & Karakuş, F. (2019). Safe learning environment perception scale (SLEPS): A validity and reliability study. International Journal of Assessment Tools in Education , 6 (3), 444-460.
Sharp, L. A., & Tiegs, A. (2018). Impact of WOWW's Fine Arts Enriched Education Programming. International Journal of Instruction , 11 (2), 25-40.
