As a result, we can identify the areas they are weak in and they have rich knowledge in. Moreover, when students interact with each other we learn their abilities of skills. The diverse perspectives are just not beneficial for us teachers, but as a matter of fact is it advantageous for the
Issues of cultural diversity are more focused, especially in the class room setting. There are several techniques that may be applied to teaching to accommodate students of diverse backgrounds. Teachers must first be aware of stereotypes, ethnocentrism, and biasness. They should apply management techniques to the physical space as well as students’ behavior. Multiple intelligence theory active learning, technology and multi cultural education are among some of the techniques that may be applied to teaching in the class room.
Introduction Many teachers are worried when faced with the task of teaching a multi-grade class-which refers to ‘the teaching of different Ages, Grades, and abilities,’ (Little, 1995). Due to the wide range of ages, abilities, maturity and interests in a multi-grade classroom, the teacher may not know how: organize the classroom, plan lessons, using the curriculum, create time table and lead or supervisor students of varying ages and abilities, at once. This can be extremely difficult, especially for a new teacher who has just being introduced to the principles of multi-grade teaching. However, with proper planning and organization multi-grade teaching can be very advantageous for both the students and the teacher. In this diverse classroom, there can be benefits of the older students assisting younger ones in group activities and otherwise; multiple intelligent is being catered for by the teacher and other students will be getting the experience; students may become better at independent learning and develop a greater sense of responsibility, these and
In recent years, collaborative learning (CL) has increasingly gained currency in learning approach at university. With the increasing number of CL theory, research and practice with positive results, collaborative learning has become one of the most efficient methods in learning. That is the reason why it is widely used and applied at schools and at universities all over the world. It is difficult to come to the conclusion that collaborative learning is better than individual learning, but it is undeniable that the benefits of group work bring to the students. Therefore, the aim of this paper is to emphasize the prevalent advantages of group work: help student to be confident; develop critical thinking and problem-solving skills and develop
Every learner has different needs and teachers need to take into consideration the individual learning needs of students in order to help them succeed. Since the four teacher share the same students they are able to discuss the needs of their student in order to develop strategies and programs that may help the student. This assures that no student falls through the cracks. There has been links to effective teams and academic performance. “Middle schools have successfully improved student performance when they have also had a common decision-making vision that led to creative, inviting, supportive, and safe school environment.” (Erb, T. O, 2006, pg 7) Getting to know students well and to take into consideration their needs as well as changes they are
Summary The study was conducted to investigate if greater self-awareness in learning styles affects ones’ performance. To measure learning styles, the author conducted various studies and developed Koh’s Learning Styles Profiler (KLSP). Based on the study conducted, it was seen that there was a positive relationship between learning styles and performance and awareness in learning styles affects academic performance. This is based on the rationale that by understanding one’s learning style; learners would then gain a deeper understanding on their effective learning behaviors to develop strategies to enhance learning performance. Theoretical Perspective(s) The adaptation by Claxton & Murrell (1987) on Curry’s onion model was adopted as a
It generally believed that the ability of students can be changed through hard work (Wilkinson et al., 2000). Since high-ability classes in homogeneous grouping or high-ability groups with advanced instructions in heterogeneous grouping may be more likely to create higher academic outcomes, students and the public would be encouraged to pursue high-ability classes. In academic rationalism, it is believed that letter learning can create a better person. In order to be a person with higher qualities in the society, students may have to compete with each other for better learning. However, this kind of competition may promote the idea of stratification in society.
Students were more focused on bringing the others down than they were interested in improving themselves. In a similar manner, students did not only lose vision of the importance of their personal academic achievement but they also lost the chance to grow as cooperating and helping members of society. Therefore, as a teacher I would aim to improve relationship among students and build a sense of unity. The most effective tool I have observed that brought students together is songs. Students would enjoy their time completing a
The characteristics of a special education teacher in an inclusion class have been a joint collaborative effort along with the lead teacher. Previously, services were provided outside school grounds or in the general classrooms. Presently, services are provided in the general classrooms (push-in) utilizing a co-teaching approach. Despite the benefits of co-teaching as an instructional model, there is shockingly little literature on the adequacy of this approach (Tremblay, 2013, p. 251). A study was performed where Rea, McLaughlin and Walther-Thomas (2001) compared two models for students with disabilities.
In today’s schools, diversity among students has increased drastically. Classrooms have become populated by students who are English Language Learners and students who are gifted, culturally diverse, and even students with disabilities. Students with disabilities are now staying in their general education classrooms rather than being self-contained in their own classroom which means that general education teachers need to learn how to adapt their instruction in order for all students to learn. Not only students with disabilities, but students who are identified as gifted, also need to have their own specialized instruction. Students whose native language is something other than English are known as English learners, and they are linguistically