By engaging students’ we can show them how much fun learning and particularly science can be. Students in active learning classroom are free to move around, share and seek help from their peers, therefore learning is considered fun where students can have greater level of enjoyment in the class. Therefore, teachers must create a joy, an excitement, and a love for learning by inspiring and engaging students by showing them how we learn rather than telling them what we
As questioned by David Didau, “ What's good behaviour?” Perhaps the teacher’s expectation of good behaviour in a classroom is “sitting still, doing what you're told, speaking when you're spoken to and generally following instructions.” He further points out that, the situation would be ideal from a teacher’s point of view, but for the matter of fact students go to school to learn and not only to behave themselves. (Didau, 2014) During my observations, I have learnt various behaviour for learning strategies. Teachers use different methods with different age groups and sometimes strategies even differ in different subject areas. With the support of my observations and my readings, I have understood behaviour for learning encompsses classroom
In addition, smaller classes make it more likely that the teacher can give greater individual attention to struggling students. And also small classes can improve the self-esteem of the students and the study habits.” (Ehernberge, 2001, p. 158). Furthermore, the size of a class is the essential key of the good performance of the instructors because instructors have an impact role on the training of the students. By this opportunity, the teachers have more time to make a long-term plan to the improvement of the students who are weak in their studies and to encourage them to participate
The use of clear, concept questions resulted in an immediate response from students. The lesson was conducted in accordance with the plan and procedure which in my opinion brings only benefits to both students and teacher and minimises TTT. Furthermore, instructions were very clear and tailored to the students’ language level. I realized how crucial language choice is when recently a trainee used expressions like ‘What would the question be?’ or verbs like ‘to assign’ in low-level groups. Students were confused and didn’t know how to proceed.
As Rita Pierson’s speech in the Ted Talk, every kid has potential to become a hero and a person who can help the students to flourish is their teachers. He criticizes the modern people who are indifferent to the successes, but give negative reactions when others make mistakes. This can be seen in many schools, since it is difficult to respond positively to individuals because of the large number of students, and the teachers cannot observe and praise each of the students’ progress. If so, Ken insists to use the conversion method when one needs to react negatively; a conversion reaction method which enables one to return to the original orbit and not to pay attention to off-track behavior. Thus, leaders can sustain trust and respect.
The teacher here is motivating the students and encouraging them to get involved enthusiastically in their learning process and at the same time empowering their self confidence • give regular praise and constructive feedback to individual pupils for good/improved behaviour and/or performance as well as to the whole class especially at the end of a lesson to acknowledge the efforts and the work that has been achieved. (EPD Team, 2009) For example; when assessing the students’ prior knowledge or during the course of the lesson, s/he always praise and grant house points to the students who answer correctly her/his questions also correct any misconceptions the students might have and give constructive feedback on their work. (Chaplain,
These beliefs make a huge impact on slow learners (student’s) life as they lose confidence in studying and they are extrinsically motivated, that learn for the sake to achieving high grades. As a result students who doesn’t achieve high grades are left alone in the environment and they lose their interest in learning. Which occurs failure in their life due to the grades. The teacher’s main motive should be to provide quality learning by intrinsically motivation, build skills and develop self-efficacy in the students rather than to fix a permanent grade on their academic tasks. For each tasks the students completes teacher should provide immediate and accurate feedback.
In my classroom, I believe in the power of mutual respect. Having students respect me, in turn, allows me to return the favor. Also, in my class, I want students to know that they are expected to ask questions, for in asking questions one’s mind develops. I want to make sure my classroom environment is comfortable for asking questions. In addition, I want my students to know I’m here to make their journey through school an exciting and pleasurable experience.
He who was pretty good at orientation in the class was eager toward the lesson so that he participated. When I spoke my mentor about Habib, she told me that Habib didn’t get used to be in class at the beginning and he was so naughty. This situation shows that every student couldn’t adapt to the classroom environment. As a teacher, we should observe our student more closely and take precaution against such these situations. He participated in the activities during the lesson, was aware of his homework and responsibilities, but he constantly disturbed his friends by talking unnecessarily and stood on the foot constantly.
Moreover, Walker Tileston (2004) stated that the classroom environment especially that of the teacher’s influences their act of cheating during exams, their decision on dropping out and the decline of the student’s motivation and academic success. It was also concluded that the nature of their relationship and the student’s perception of teacher’s caring, support and competence are influences to the students. Therefore, students who have difficulty forming supportive relationships with teachers are at greater risk of school failure (Stipek, 2002; Walker Tileston,