In spite of the limitations, the process approach offers noteworthy data about how the reader, the text and the context interact and impact the construction of meaning. The process approach also integrates the three aspects of teaching reading -teaching, assessment and feedback- into an on-going process. Hence, the process approach is a reasonable approach to continuous classroom assessment and to a teacher who wishes to
According to these principles, assessment for learning should be: (1) part of effective planning of learning and teaching, (2) concentrating on how students learn; (3) central to classroom practice; (4) considered as key professional skill for teachers; (5) sensitive and constructive because of its having an emotional impact; (6) taking account of the importance of learners’ motivation; (7) promoting commitment to learning goals and a shared understanding of the criteria; (8) helping learners to receive constructive guidance about how to improve their learning; (9) improving learners’ capacity for self-assessment in order that they can become reflective and self-managing; and (10) recognizing the full range of achievements of all
The teacher and the learner have distinct responsibilities in the classroom that adds to the desired success of the teaching and learning process. This will be proven by analysing the Brain-based Learning Theory supported by Jensen, The Social Learning Theory introduced by Vygotsky, Scaffolding introduced by Bruner and parts of the Theory of Second Language Acquisition proposed by Krashen. The concurrence between the principles of constructivism and the CAPS and constructivism linking with the lesson wheel will also be discussed. The Brain-based Learning Theory is based on the fact that the brain is “designed to learn in a natural accordance” (2008:4) and that the search for meaning is instinctive for the brain. Brain-based learning is about
Evidently, Emdin’s claims validate Mrs. Hamma’s teaching style when students are respected in the classroom, able to engage with others from different communities, gain a hybridized identity, attain the ability to code switch effectively inside and outside the classroom and improve their position in the country for the future. According to Emdin’s definition, Mrs. Hamma’s teaching style is respectful towards students, which leads to enjoyment of education and respect toward others. Emdin affirms that in the classroom, “It is imperative that students neoindigenous dialect and culture are respected” (182). When Mrs. Hamma teaches her students how to show respect towards all, Emdin’s take on effective teaching is seen. For instance, when she expressed, “Didn 't he do
Therefore a good and effective teacher’s evaluation process should be potent in order to promote, repeat and place students in various learning stages. In evaluating the students the teacher collects, analyze and produces judgments. Based on the results the teacher then decides on actions that must be taken into consideration, including changes in aims or goals. It is the source of data on which the teacher will base his/her judgments about improvements and “fine tuning” to be made. The habit of evaluating over time will help the teacher develop a well-founded professional expertise because of the way in which they test out and check what they did, and as a result they can be more accurately informed about what works and what does not.
Scrivener (2005: 24) agrees that good teachers have to create an atmosphere where the empathy and the authenticity are effective to complement the rapport in a lesson. All of these aspects are really important to consider when describing good English teachers because students look for feeling comfortable with teachers with such features, in order for students to feel secure enough to make questions and receive the most appropriate answers, which allow them developing their skills in learning a second
Colleagues in contradictory directions can still be legitimately influenced by multiple leaders to bring about a collaborative distributed leadership (Spillane, 2006). The appropriate leadership behaviours of a school leader can influence the teacher to be willingly committed, professionally involved and readily to innovate. Thus, instructional leadership can be transformational (Sheppard, 1996). With teachers in an effective integrated leadership, both transformational and instructional, the school will benefit from the instructional leadership of the teachers to improve on school performance. SAFWOS will continue to leverage on effective integrated leadership to enhance the school systems and
The framework respects the integrity of the subject, allows English teachers to explore significant issues in depth, often by making connections beyond the traditional boundaries of the subject. But most importantly, English teachers who use the TfU framework will help students to develop the dispositions to become powerfully literate members of contemporary society. (Martha stone
In order to teach English language to the students, teachers should provide them opportunities to interact in an interesting and meaningful context, in which they are able to use and play with language because it is an interacting process. A collaboration of the peers and teachers are needed to create a meaningful context. Research studies revealed that language learners learn or acquire words more effectively when they are taught with the help of flashcards (Khodareza & Komachali, 2012; Schmitt, 1995). Thornbury (2002) states that flashcards help
The findings of Pessoa et. al. (2007) indicate that an effective content-based instruction class includes attention to both content and language through conversations that encourage student language use and development, as well as metalinguistic awareness by collaboratively negotiating form and by the teacher’s