When dealing with behaviorally challenged students, teachers need to watch their attitudes and keep their ego to themselves. In many cases this is hard, but teachers have to be professional and model to their students the right behavior and reactions. I believe Pedota could have elaborated on some different strategies that teachers use in their classroom. For example: he writes about recognition of accomplishments, but he does not give examples on how teachers can implement the strategy. At the end of the article, I really like how Pedota includes charts of rules for the teachers to use when creating
Inroduction In the following report the principles, benefits and challenges of independent learning will be discussed. 1.1 A classroom environment is very diverse. There are learners with different types of intelligences, cultural, social and personal backgrounds and learners with specific learning difficulties. It is important that a teacher recognize these needs and plan her teaching strategies in meeting with the learning objectives. This is where creativity and innovation enters; it is the ability to think beyond the obvious.
I believe that many behavioral problems can often be handled through discussing the student’s behavior and giving them a second chance. The discipline hierarchy allows the students to self correct their behavior before incurring a harsher form of punishment. Overall, although I believe that having clear expectations and behavioral procedures are essential for good classroom management, I also believe that one must still remember what an effective teacher looks like. Thus, when it comes to the area of classroom management, it is still
They define the joint problem space as the shared knowledge structure that supports problem-solving by integrating goals, descriptions of the current problem state, and awareness of potential strategies, as well as the links between these things. According to Roschelle and Teasley, collaboration takes place within this joint problem space, which provides the structure needed to allow meaningful conversations about the problem. To construct a joint problem space, partners must have ways to introduce and accept knowledge, monitor exchanges for evidence of divergent meanings, and repair any divergences identified. As Van Boxtel (2000) explain, collaborative learning activities allow students to provide explanations of their understanding, which can help students elaborate and reorganize their knowledge. Social interaction stimulates explanation of conceptual knowledge as group mates attempt to make themselves understood, and research demonstrates that providing elaborated explanations improves student comprehension of concepts.
Like the use of multi-sensory in teaching principle if there is coordination between our emotion and intellect the learner will learn many things from schools or even outside the schools. Third, is to develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned. This principle shows us that the learners should
Here, I will apply some of my techniques in ELT too, that is to say, effective CCQs ‘Concept Check Questions’, ICQs ‘Instruction Check Questions’, and also strong MPF ‘Meaning, Pronunciation, Form’ and PACS ‘Post Analysis Correction Stage’. The use of those four items, in addition to similar creative activities, I attempt to make my classes supportive, inclusive and entertaining so that students feel comfortable and well-engaged to carry on learning new things
To think analytically is to have the ability to think rationally and to identify cause and effect and on the other hand, to think conceptually is to associate various concepts even with there is an overload of information. For example, before an effective teacher is able to plan a lesson, the former results and performances of the students are provided for reference, the teacher needs to think conceptually of methods to design a lesson that will be able to generate learning for every student as different students carries different results. The teacher then carries out the lesson plan that requires students to be actively participating in class but she realises that students are not responding to her lesson according to the expectations set. The teacher then needs to think analytical, evaluate the lesson and to redesign a new lesson
Danielson (2011) pointed out that in order prevent student misbehavior, teacher must set and develop expectations for behavior with classroom input and it must be posted for all students to see. Importantly, the standards for behavior must be appropriate with culturally as well as developmentally the class as well as each students. The students’ awareness of teachers continually monitor the class can also be prevented by student misbehavior. This is one of the characteristics of teacher’s competence in applying monitoring strategies, allowing the students to assume areas of possible concern. When intervention strategies must be imposed, teachers and students’ dignity should be retained and going back to the task of learning.
This allows students with differing skills to share their abilities and help each other. Students come to school with a great diversity of backgrounds, interests and capabilities. Regarding learners’ minds as complex systems with heterogeneous natures helps us better understand the constructivist perspectives of learning, implement a student-centered model of instruction and appreciate differentiated curriculum, instruction and
Based on the results, I can then plan some lessons about accepting diversity. By teaching my pupils that individual differences in terms of abilities, culture, gender, and race can be an asset and a wealth of knowledge, I can begin to build a sense of belonging and community among my pupils. (Salend, S. J.,