Effective classroom management is not simply about punishing the student and moving on. Instead, a teacher should remind the child that they are capable of behaving better, and encourage them to do their best. Finally, effective classroom management also relies on having a positive classroom
Research in educational domain is likewise exploiting this advancement by highlighting all aspects of individuals which are worth the investigation and consideration for an effective learning to occur. This prompted researchers to pedagogically extend an operational definition for self-regulated learning. Learners are much more valued in the contemporary educational system in so far as their roles as the builders of knowledge are more gratified. SR is congruent with constructivism and learner-centered education. Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education.
Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one’s environment and interest in learning and developing one’s knowledge (Niemiec & Ryan, 2009). However, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning (Wroten, 2014). The theory identifies that students are intrinsically motivated to learn and that educators should capitalize on this desire when designing instructions. Further, SDT suggests that teachers can capitalize on internal motivation by supporting student curiosity and their desire for autonomy. If educators can find ways to support autonomous motivation in the delivery of instruction, then optimal learning can be achieved (Niemiec & Ryan, 2009).
Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
Self motivation beliefs These beliefs centre the student and allow for the completion of the forethought phase. Self-efficiency which in this case is students’ belief about their ability to learn a task (Zimmerman 2002) , is a key element in these beliefs. "Self-efficacy is extremely important for self-regulated learning because it affects the extent to which learners engage and persist at challenging tasks. Higher levels of self-efficacy are related positively to school achievement and self-esteem.” (Schraw et al, 2006) Outcome expectations can be regulated by the teacher for example, if a student can see how a certain task is relatable to how she will use it in the future she is more likely to want to acquire the proposed knowledge. Performance The performance phase is generally seen as two separate disciplines.
Further, Kohn asserts that it is the role of the teacher to develop the young person holistically and not just academically, helping them to become ethical people who do not merely blindly obey (Kohn, 1996 blog). One of the more contentious elements of Kohn’s educational philosophy is his assertion that it is product-focussed education that is failing to provide meaningful learning in our classrooms and holds firmly the view that it is the act and process of learning that brings the reward not grades. Whilst Kohn does concede that meaningful learning can be difficult to quantify and impratical, he encourages teachers to be courageous educators, to ask the difficult questions, to be reflective and take responsibility for their own practice in their pursuit to develop lifelong learners, ethical humans, and passionate, deep
In the contemporary perspective, formative assessment feedback is used to improve learning and performance by correcting what is wrong and to encourage pointing out things a student had not discerned. This is to say that formative assessment intended to contribute to learning by integrating a feedback cycle regarding the students’ current performance. This requires summative assessment, the judgment of a students’ mastery of content against a criteria or standard at a certain point to take place prior to feedback being able to be given. This, therefore, causes a summative assessment to be necessary to all assessments since judgment according to standards or criteria is needed to occur so feedback on how knowledge or work can be improved is required. This interdependency allows for many assessments to be both simultaneously formative and summative in nature.
According to Wagner, humanistic approach is primarily a reaction to the two major views of humanity which are the Freudian perspective and the behavioral perspective thus humanitaristic approach is the “third force”. Humanistic approach highly gives emphasis to the individual that learning how to learn is more important than acquiring factual knowledge. Teachers can play their role in helping the students how to learn and their thinking gives emphasis rather than teachers’ teaching determination. Likewise, the Multiple Intelligence (MI) theory is also a very useful model for developing any systematic approach for nurturing and training learners and respecting their individual needs and strengths within a classroom setting. According to Emmer and Evertson (2009) multiple intelligence aids teachers in easily creating more personalized and diversified instructional experiences.
Developmentally Appropriate Practice is seen with focused activities, as well as social learning on the child’s own. By incorporating Piaget’s and Vygotsky’s theories into teaching strategies in early childhood classrooms, student learning is likely to increase. While Piaget and Vygotsky 's theories offer insight into Developmentally Appropriate Practice in the classroom, other theorists such as Dewey and Bandura offer even more supporting evidence for DAP. John Dewey was a pragmatist. Pragmatists believe that reality must be experienced, and so forth believed that human beings learn through a
Woolfolk went on to further state according to Vygotsky the best help the student can get is from its peer who may have already learned how to solved the problem, the student and the peer will benefit from this strategy. Vygotsky was of the view that grouping learning- cooperative learning is a great teaching strategy to use. If we use scaffolding it will give students’ choices and it will also encourage them to challenge themselves