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. By adopting these several motivational strategies in the classroom will affect the enthusiasm of the students in a positive way, thus promoting and sustaining
The findings in the study can serve as an additional guide to principals and school heads in their management and supervision. The result of this study could serve to improve programs for school advancement. The study can help promote a thorough consideration of the relationships of the variables in this research in enhancing a positive learning atmosphere. Teacher Education Institutions. Teacher education institutions can use the result of the study to consider the relevance of education students’ hyperactivity in their professional education subjects like in the principles of teaching.
Through the involvement of school community members in these key decisions, SBM can create more effective learning environments for students. WHAT ARE THE ADVANTAGES? According to the American Association of School Administrators (AASA), the National Association of Elementary School Principals (NAESP), the National Association of Secondary School Principals (NASSP), and
They manage people (students and staff), school resources and school information (Danielson, 2007). Good management of the aforementioned entities would be portrayed by the school achieving its set goals and visions. In such regards school leader will equitably allocate resources in the school, efficiently manage, process and store school information for effective information sharing to foster school performance. Conflict management and other indiscipline issues arising in the school are dealt with by the school leadership. School leader is a relationship builder and therefore tasked with the responsibility to create a hospitable environment for learning (Lezotte, 2012.
Communication with students I chose this criterion because teachers communicate with students for several independent, but related, purposes: they convey that teaching and learning are purposeful activities; they make that purpose clear to students, and they provide clear directions for classroom activities so that students know what to do; when additional help is appropriate, teachers model these activities. ---One example of a good classroom practise is: In the course of a presentation of content, the teacher asks students, “Can anyone think of an example of that?” 2. Using Questioning and Discussion Techniques I chose this criterion because it is important that questioning and discussion be used as techniques to deepen student understanding rather than serve as recitation, or a verbal “quiz” and because high-quality questions encourage students to make connections among concepts or events previously believed to be unrelated and to arrive at new understandings of complex material.---One example of a good classroom practise is: The teacher poses a question, asking every student to write a brief response and then share it with a partner, before inviting a few to offer their ideas to the entire
Quality is basically attempt to improve services and guarantee better care and quality in the setting. Different settings follow different methods to monitor their quality. Method Brief description Advantages Disadvantages Early Childhood Education Rating Scales It is a formative assessment tool. It is an evidence-based quality improvement tool, specifically for classrooms. It enables setting to assess
and design instruction that develops students' self-perceptions of their academic skills. And by large will lead a way for in making Quality primary education a dream come true. The present study titled ‘Teacher Efficacy in Relation to Teacher Motivation and Personality of Primary School Teachers is a survey study. In this study the researcher has made an earnest attempt to find out the relationship between Teacher Efficacy and its dimensions with Teacher Motivation and Personality of Primary School Teachers. This chapter presents the explanation and discussion on the above issues under the sub-title theoretical frame work, present status of the study, related to Teacher Efficacy, Teacher Motivation and Personality.
DISCUSSION 2.1 Definition of education Education is a conscious and well planned effort to create an atmosphere of learning actively developing it is potential to have spiritual power religious, selfhating, personality, intelligence, noble character and skill it needs, society nation and state ( UU No.20 Tahun 2003) Education is helping people to learn how to do things and encouraging them to think about what they learn. And it is important for educators to teach ways to find and use information. There are different methods of categorizing types of education. There are divide into formal education, non formal education and informal education. Formal education is usually in school, where a person may learn basic, academic and trade skills.
Through this professional development both general education and special education educators would gain knowledge that ensures deepening understanding of the High-Quality Education Standards and Universal Design for Learning. These educators would be coached by effective, experienced, education professionals on how to align curriculum and instructional strategies to meet needs of students with learning disabilities. They would also learn to use valid appropriate assessments that reveal student’s strengths, needs and achievement levels taking into account accommodations and modifications that are reflected on their Individualized Education Plan (IEP) or 504 Plan. With this professional development and changes in instruction Gartland & Strosnider advocate that learning-disabled students would be able to reach
Review of researches/Parental Involvement and Learning Outcomes Positive impacts of parental involvement on student academic outcomes have not only been recognised by school administrators and teachers, but also by policy-makers who have interwoven different aspects of parental involvement in new educational initiatives and reforms (Graves and Wright,2011; Larocque, Kleimen & Darling,2011; Mattingly et al,2002; Topor et al, 2010). “The idea that parents can change their children’s educational trajectories by engaging with their children’s schooling has inspired a generation of school reform policies” (Domina, 2005). The importance of parental involvement in schools has been supported by research revealing benefits for students and schools (Epstein,