ABSTRACT The purpose of this study was to explore the use of non-verbal communication and its effect on teaching learning process .The research was descriptive. The objectives of the study were to explore the perception to teachers, students, regarding non-verbal communication as an important teaching learning tool, also to analyze the non-verbal communication use in English language teaching learning process. Research questionnaire were: 1.Why teachers use non-verbal communication in the English language classroom? 2. Does non-verbal communication influence English language learning at Middle level?
“One obvious purpose of effective questioning is to minimize teachers’ and students’ errors by focusing on a particular fact, issue, skill, belief, or whatever” ( Wragg & Brown, 2001, p.27). Hence, questioning effectively can make students become more curious and actively participate in learning process (Fusco, 2015). There are some tactics that teachers need to use in order to question
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
Final Self-Reflection My learning experience throughout this course was great. I learned a lot of ways to bring books into the classroom and make an activity out of it so it benefits in two ways. I feel like I learned a lot throughout this course regarding to how to teach and activities but also helpful information to me. The reading logs were very fun and educating to do. It was an assignment I liked to do, therefore, my grades on these assignments were better.
What are Preschool Teachers Reading in Their Classrooms?. Reading Psychology, 32(3), 197-236.
As well as being more interested, the students would be able to choose a book that they’re more capable of comprehending. Nevertheless, by being a part of the decision of picking the book, they’ll be more enthusiastic to read the book and would do better on the test. For these reasons, students choosing their reading material would likely increase participation, comprehension, and testing scores on certain reading material. Although teachers making the reading choices is typical and has worked fine. By allowing students to choose their own books levels of interest and participation would be elevated.
I did this by writing out the die dates and making sure I was using all of my free time in school to complete my assignments. I will not allow myself to put my educations and grades at risk anymore. My education is valuable to me and I’m fortunate enough to be given the chance to take advanced classes before I start college. I now know how to write a college level paper, complete research for that paper, and make sure that I turn the paper in on time to be sure I get the highest grade I can. I have learned to make use of the time given to me so that I can create the best work I can.
2- Literature Review 2.1- Syllabus and curriculum Syllabus is a list of books which students study for a particular course in a school or college. It gives a direction to both the teacher and the taught to move in a specific manner to a specific goal.Awell-balanced and needs based syllabus sustains the interests of the students who are supposed to cover their syllabus within the certain span of time and which is to be evaluated in terms of marks and grades. “In addition to its practical benefits, a syllabus also gives moral support to the teachers and the learners, in that it makes the language learning task appear manageable” (Hutchinson& Waters PP-83).Yalden (1987) says: “Syllabus is a simple framework within which activities can be carried