Passively listening to a lecture can be useful at promoting learning at the lower level of a Bloom’s taxonomy of learning such as remembering and understanding whereas actively involving students during the learning process can promote higher level skills like applying, analyzing, and evaluating which promotes students, level of thinking. Interacting with content, materials and peers through active learning helps to maintain student’s concentration and deepens learning towards the high-level skills like critical
An important aspect of respect and rapport relates to how the teacher responds to students and how students are permitted to treat one another. Patterns of interactions are critical to the overall tone of the class (Danielson, 2014-15, p. 8). Accordingly, research about enthusiasm by a teacher coincided with the growth of student success. Teachers who were excited and illustrated enthusiasm in their expression or body movements grasped the attention of students more than the educators who didn't (Thompson, Greer, & Greer, n.d.). Additionally, the concept of a positive learning environment is established by both students and their teacher by promoting various perspectives and allowing the diversity in the room to aid students towards advancing their learning.
In fact, students in schools are able to make new friends, which is a good thing to motivate and help each other. For instance, classroom environment plays a vital role in making students work in pairs or in a group to share ideas and feel the challenge. This motivates students to work harder on themselves, learn faster and prepare to be active members. Working with classmates improves the communication skill of the students (Lawson, 2003). For example, discussing an argumentative topic in the classroom can allow students to practice communication skills and learn from each other.
Cooperative learning model is an active process where students work in small teams/groups, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Students have opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and adopt their learning. Ross and Smyth (1995) describe successful cooperative learning tasks as intellectually demanding, creative, open-ended, and involve higher order thinking tasks. In this model, it is essential to create a positive climate where interpersonal skills can be promoted so that positive emotions will be fostered among learners. Cooperative learning also helps the learners to feel empowered and respected to prepare them to face real
Students love thinking they have goals. The benefits of having a goal oriented objectives in a classroom could allow people to matriculate easier into a learning environment that makes them happy. In a classroom, there are many ways to incorporate a routine into a student’s daily schedule that elicits the kind of learning outcomes that can make this possible. Positive interactions between student and teacher can be observable if there is understanding, respect, and recognition. Goals made by students and teachers to achieve this developmental interaction determines the productivity present within every objective.
Classes where students have opportunities to communicate with each other help students effectively construct their knowledge (Brooks, 1993). So, learning is an interactive process in which the learner develops his or her own understanding by assembling facts, experiences, and practices. In addition, interaction is closely linked to successful learning as interacting with others can help students clarify the concepts, improve problem-solving, and enhance retention. Furthermore, increasing students’ opportunity to talk with one another and discuss their ideas increases their ability and to argue their opinions persuasively and respectfully (Weber et. al., 2008).
Secondly, the cousebook has a larger number of interesting topics and tasks which helps to increase students’ motivation. The covered topics are very familiar with students’ daily life so that they can easily apply what they learn into real life situations. Besides, the tasks give students many choices to decide what to do and how to do. As a result, students feel motivated in learning so that they can take part in class activities more actively. Thirdly, the coursebook helps students develop speaking accuracy and fluency simultaneous.
Through this tradition also, it can boost the student’s interest to come to the school and enjoyable when they are in the classroom. Besides that, conduct the classroom meetings also important to make children feel welcome. This procedure can be lead by teachers as a facilitator and guidance for the students in conducting the meeting. Teacher can be a leader to start the meeting. When having this meeting, the problems and conflict of the classroom can be discussed and solved.
Active learning can include discussion, student-created content, independent problem solving, inquiry-based learning, and project-based learning (Bergmann, Overmyer, & Wilie, 2012). Active learning in the classroom is an important component of flipped learning. This allows students to explore topics in greater depth and actively involve in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful. (Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™) Prince (2004) also emphasized
A teaching method known as 'Inquiry based teaching' has been adapted where followers claim the method builds analytic skills, improves students’ knowledge base, and promotes student engagement. Inquiry students are more likely to build hypotheses, integrate, and apply new knowledge more than students in traditional lecture-format classrooms. This method break from the traditional lecture format and ask the student to take an active role in his or her own learning. Inquiry based learning begins when students are presented with a problem and some suggestions and tools for finding the answer to that problem. They struggle, with help from the instructor, through the problem until they reach their answer, having constructed it themselves.