When reading Chapter 5 “Craig Seganti on Taking charge in the classroom”, the overall chapter was interesting when it comes to managing a classroom. As a teacher, we want to be able to control the structure of a classroom, but at times is unable to accomplish the task due to our student’s behaviors. At the beginning of the chapter it states a productive classroom may have difficulties but it is the way a teacher present themselves along with the rules of the classroom determines the outcome of the student’s actions. When presenting to the students the rules of the classroom, the teacher needs to present the rules on the first day of school and have the students sign a copy to ensure they are aware of the information. When it comes to the
“After completing a project, students understand content more deeply, remember what they learn and retain it longer than is often the case with traditional instruction. Because of this, students who gain content knowledge with PBL are better able to apply what they know and can do to new situations” (“Why Project Based Learning”, Buick Institute for Education 2017). The Buick Institute for Education is a grand supporter of PBL learning, they strongly believe that PBL is the most effective way of learning by making school more engaging to students, building success skills for college, career, life and connecting what students learned to the real world. “In PBL classrooms, students demonstrate improved attitudes toward learning. They exhibit more engagement, are more self-reliant, and have better attendance than in more traditional settings” (Thomas, 2000; Walker & Leary, 2009).
Group projects are researched and each worker many times will have a specific duty for the project and they all pull resources together for the end product. There has been a big emphasis in colleges on group work, projects, and students being able to work as a team for their future success in the workforce. Therefore, starting students at an early age in Project-Based Learning will teach them to work together for a common goal or product that they produce together as a team. They will learn social skills of working together, getting along, cooperating, taking direction, and dividing responsibilities amongst each other as a
In the process of completing my Eagle Project, I learned about proper project management by leading groups of teams in completing several smaller steps in order to properly carry out the project. This skill of dividing a larger task into several smaller ones is one that I use when completing projects for school, and everyday during my internship at the National Cancer Institute, dividing my research project into manageable steps in order to properly complete my experiments and further the overall
“The behavior of difficult-to-manage students can be improved through providing interesting lessons on topics of personal relevance that permit active involvement and lead to competencies students consider important” (Charles & Senter, 2005, p. 131). This statement summarizes perfectly the idea that when students are engaged and learning about topics that are meaningful to them, their world opens up and they begin to see a purpose in what they are doing. According to Trevor Muir, a teacher and author of The Epic Classroom, conflict can motivate students and develop a sense of curiosity (T. Muir, personal communication, February 20, 2018). When students are presented with a real world conflict, they become motivated to find a solution. Project-based
Reflective Journal Student Name: Talita Silva Lima Programme: Higher Diploma in Science – Cloud Computing Month: July 1. Project Management In this section I will explain in detail my project management through a Gantt Chart and what I have done since my last journal until now, how my time management is going in order to delivery this project before the deadline and some of my achievements.
There are four general theoretical perspectives (Slavin, 1995) that have guided research on co-operative learning, namely, (a) motivational, (b) social cohesion, (c) cognitive-developmental and (d) cognitive-elaboration. 1. Motivational Perspective : Motivational perspectives on co-operative learning focus primarily on the reward or goal structures under which students operate (Slavin, 1977, 1983a, 1995). The motivational perspective presumes that task motivation is the single most powerful part of the learning process, proclaiming that the other processes such as planning and helping are determined by individuals’ motivated self-interest. Motivational researchers focus especially on the reward or goal structure under which students operate,
Stations or centers might be teacher-led if new knowledge is to be given or student-led if mastery is to be obtained on the information given by the teacher. Project-based is another strategy and one of the best ways to differentiate instruction due to the students’ needs and styles are addressed. Projects internalize help and support among students beside some academic skills. Tiered Activities, on the other hand, are based on the learning tasks designed at different levels of complexity according to students’ readiness levels, i.e. to be gradually given to the students ,whenever the student finishes one stage, they transfer to the other one until the task is done, or at times keeping the learning outcomes same the learning tasks can be designed according to students’ learning preferences viz. Learning styles or Gardner’s multiple intelligences.
I will not only gain new perspectives and ways of addressing projects, I will also develop other important soft skills which will enhance my value to employers – for example, presentation and report-writing skills, negotiation skills, team-work and leadership skills in research design and analysis, ability to maintain tight work-schedule and meet deadline. These are key transferrable skills within the field of project management. These go hand-in-hand with the standards, methodologies, theories and concepts which I will gain throughout the course of
Due to indiscipline situation students arrive late for class, are not punctual for the classes or simply bunk classes as the class is not very interesting or rather as a teacher we are unable to create interest in the class .This may be a result of lack of lesson planning .At times effective management of time is also overlooked. Non verbal cues like body language and communication skills also play a major role in making the class effective. Problems of Classroom Management can be overcome by being prepared for class, motivating the students, providing a comfortable learning environment, building students’ self esteem, being creative and imaginative in daily lessons. A teacher should not carry personal problems to the class by being impulsive.
The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.
When new technologies are integrated into the classroom both teachers and students need to become accustomed to it before they can fully reap the benefits. Because of this, "teachers' first technology projects generate excitement but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas (Goldman, Cole, & Syer, 1999). " Educators are taking a risk by placing computers in the classroom.