Diversity of learning comes in different forms. It may be in the learning style, race, gender, physical appearance and even beliefs, students come to the classroom with different backgrounds, experiences and cultural contexts. Issues of diversity play a big role in how students and teachers view the importance of the classroom and what should happen there. According to David Kolb "The learning process is dynamic and based on the learners ' needs for different abilities at different times." As a result, learners can be expected to convey a mixture of different learning styles, and that mixture can theoretically change.
This method allows teachers to work with students who need extra help or attention in certain areas including behavioral. In each tier the article gives different strategies for teachers to choose from that will help with behavioral management. The three tiers include: preventative classroom management, first-line interventions, and intensive, individualized interventions. Some strategies that Sayeski provides for tier
Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
Research as has shown the classroom environment including seating arrangement influences learning success. In Mrs. Rushton’s fourth grade classroom, the room is arranged to accommodate various learning activities and structures. “The conditions within the classroom are diverse and unique. As such, it is important to analyze and explore which perceptions teachers may have about how classroom seating arrangements will impact students’ classroom learning” (Fernandes, Huang, & Rinaldo, 2011, p. 75). Rearranging the classroom learning stations is necessary to reduce confusion and off-task behavior.
School based assessment implementation could be present through the different manner such as, hand on education materials, involve students in preparing a presentation or assignment that requires them to relate to the outside world. In addition, teachers need to explain the objective of the course to the students. It helps the students to understand the requirement of the course and enable them to connect the academic studies in a new approach. Teaching using technologies also improves learning among the students. For example, presentation software like PowerPoint that enable to embed photographs, diagrams, videos and sound file to augment text and verbal lecture content.
Teachers play a crucial role in second or foreign language learning. Their characteristics, personality traits, behaviors, strategies and teaching methodologies along with other related factors determine their effectiveness in class and the impact they have on their students' attitudes and achievement. Some of the features that contribute directly to effective teaching are feeling responsibility for the classroom and students’ success, using personal experiences as examples in teaching, being not only planned but also flexible and spontaneous when necessary, be responsive to situations and students’ needs, and looking for the best solution in conflict situations. Effective teachers know about how each student perform in class that they
Some of the teaching strategies teachers used include writing on the board, visual representation, explaining, examples, questioning, prompting, trial and error, repetition, group work, peer teaching, individual explanation (if needed), and asking who understands; ensuring that all students understand what was taught. Students’ work is often display in all classes on the wall or on the blackboards separating their classrooms. This is done as a form of motivation so that the students would be encouraged to do their work so that it will be displayed. Some resources used by teachers are black/white board, charts, multimedia (for reading or videos), books, and simple
My concern being that help seeking is a vital component of learning as in interacting and engagement in class content. This problem can be encountered by conducting the atmosphere in the classroom to concentrate in positivity and providing inclusion. As Newman writes, “teachers and peers can facilitate adaptive help seeking by providing students with involvement, support for autonomy, and support for competence” (Newman,
It is important not just for a teacher to know her own style and the preferred styles of learners, but also for learners to develop an increased awareness of both ‘their style’, and alternative styles. Style matching Knowing the different cognitive styles of learners gives teachers the opportunity to increase classroom efficiency by presenting material in many different ways, in order “to offer a myriad of multisensory, abstract and concrete learning activities that meet the needs of many different learning styles” (Oxford et al., 1992, p.452). It is an aspect of a teacher’s responsibility to “modify the learning task they use in their classes in a way that may bring the best out of particular learners with particular learning styles” (Cohen and Dörnyei, 2002,
Although teachers may recognise the need for learning which demonstrates the qualities discussed earlier, it is important as they reflect on evidence of student learning, and on students’ perceptions about it, to recognise that there is likely to be a wide range in students’ learning orientations (Beaty, Gibbs, & Morgan, 1997), and that measures to enhance learning will need to assist students across this range. This becomes of crucial importance when the classroom extends across campus and national boundaries. This study will be beneficial for both teacher and students, this reflective practice help them to become more aware of how they make things, teacher as a facilitator will give an activity which give improvement to the students learning and students experiences, although students have a different point of view and styles in learning, it is important as they reflect on evidence of student learning, and on students’ perceptions about it, to recognize that there is likely to be a wide range in students’ learning orientations (Beaty, Gibbs, & Morgan,