School can’t be a restricted space, students, specially kids, need an environment that allows them to think, to express themselves and also to have their quiet time. Schools should be able to fulfill their students needs. When this space is created, a student can learn better. They are able to think of multiple solutions when presented with a problem, creating divergent thinking. They improve their concentration, curiosity, integration, work discipline, and many other
Thus, it is imperative to know the individual students in the class and their needs to be able to take into consideration in planning for group work. While it is difficult to plan to completely avoid conflict, it can be minimised with attention to the different criteria as aforementioned, so in the hopes to maximise potential for learning and effective group work. According to Baines et al., (2008), often teachers place same-ability children in a group for the purpose of classroom management, however, group work also involves developing social skills and learning to work with others. Thus, it is important to organise mixed-ability groups but to not to put extreme ends of abilities together rather have groups of high to middle-ability students and low to middle-ability students. This allows students to learn from others and also “reduces pupil frustration due to large differences in ability while maintaining some inclusion across the ability range” (Baines et al., 2008, p. 18).
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,
For instance, when learners with learning problem are grouped with highly gifted learners, they will be motivated to learn as they will not only be learning from their teacher. Kaabwe in Kaabwe and Thody (2000) supported his ideas by arguing that student-student learning is more effective than teacher-student learning as peers sometimes exert more pressure to conform than teachers. Teachers can have many options in grouping students and changing their partners or group members easily in mixed-ability classes, so that they can learn from his friends in many aspects other than academically. This diversity of classroom’s culture helps them feel interested in coming to school, enjoy sharing ideas and create meaningful, varied and student-centered lessons (Hess 1999) 188.8.131.52 Disadvantages of a mixed-ability classroom Most literature on mixed-ability classes shows that the educators experience
Students might feel relieved if they know that there are others who are anxious in the class as well. Moreover, give students opportunities to speak outside the classroom in the target language, they could feel more comfortable using the language. He also stated that anxious students should join to support groups in which members provide each other help. Nagahashi (2007) proposed some techniques based on cooperative learning in order to cope with anxiety. Some elements within cooperative learning are group work, in which each member is encouraged to participate in the activities.
In a healthy team environment each individual help one another despite of issues and problems coming to the team. Finally, sharing it is similar to the participating and helping the members need to share their ideas and believes in the team to have a better ending. But it is not normally attain since it requires a lot of mind and hands to achieve the goals. Also the students need to adapt learning, values and practices together with a team to have a better outcome. In order to achieve a well-managed team it is basically consists of participants with knowledge, skills, purpose and principles.
In addition, as stated by Soori and Ghaderi (2015), it suits the principles of the Whole Language Approach, which proposes the combination of language skills at a time. A potential drawback of such lessons might be that there cannot be an appropriate skill around the chosen topic or while some students enjoying the lesson, the others might not be interested in it at all. Therefore, the teacher should do need analysis before designing a
This has led to us to believe that the best way to learn is by having students construct their own knowledge instead of having someone construct it for them. As teachers we need to think different ways on how can we deliver our daily teaching in such a way that it empowers students through ownership of knowledge and allows for constructivist learning. I’ve noticed that in their age, cooperative learning is appropriate. Students can benefit from working with peers. Cooperative learning helps students develop the skills they will need later for education success.
SIGNIFICANCE OF THE STUDY If a student is assertive it will promotes self-confidence, students can make better decisions for themselves. It maximizes your sense of control of their life and their emotions as they learn to appropriately express their concerns instead of bottling up those concerns. This study will also help student’s awareness before they can make changes in themselves they have to know what there is to work with. Becoming self-aware is about the process of understanding oneself. This can help student leaders, especially if you tend to take on too many responsibilities because you have a hard time saying nonassertive communication is direct and respectful.
A strict grading system in some schools can encourage students to study hard and bring out the best in them. Also, this is a way of making the students think out of the box whenever they experience problems or circumstances in their lives (Elikai and & Schuhmann, 2010). In addition, tThe structure of grading systems has an impact on the quality of students’ approaches to learning.