Superstein (1994) noted in his study of highschool students' thoughts on encouragement and discouragement, teacher attitudes toward students was among the foremost necessary factors that influence them in school-"students need truthful, friendly, and caring academics. They expect their academics to point out them respect and to be encouraging" (p. 188). Tuckman and Sexton (1991) found that among school students, encouragement improved student self-efficacy of performance and exaggerated motivation in an exceedingly study on voluntary task performance. Similarly, Van Hecke associate degreed Tracy (1987) incontestable that youngsters UN agency received encouragement by an adult whereas engaged in learning tasks persisted longer, exaggerated their expectations of success, and were additional willing to try difficult task than youngsters UN agency worked alone on these learning tasks. Despite the importance of the idea, Cams and Cams (1998) noted that encouragement has not been studied sufficiently as a concept: A construct therefore basic to a college of thought as encouragement is to Adlerian psychological science, left with such varied definitions within the eyes of the final
The National Assessment of Literacy was given and the test found low English in Hispanic culture. That there was a significant increase in African- Americans and Asians. Kids who took the test representing some 800,000 Americans demonstrated “below basic”. Even though it is complicated for students growing up with a second language, they still learn to be literate and fluent with their reading and writing. At times you might need a bit of a push to help you, but as long as you keep trying success is with you.
In an experiment conducted by Jennifer Steele from the American University, Students assigned of the former are said to outperform their monolingual peers by 10 percent in reading comprehension. Steele also adds that it is not reading but also in subjects like math or science. She explains the improvement from “metalingustic awareness” or how learning more than one language increases awareness in how languages work overall. Another explanation comes from Gigi Luk from Harvard. From an experiment she conducted on 100 fourth grade students in Massachusetts, test results from a reading test differed from language experiences It was concluded that those whose native language was not English actually scored higher.
Past studies have also demonstrated this basic trend” (Huffingtonpost.com, 2012). Teachers often believe that homework can help with improvement in the classroom as well as with test scores, but studies have proven this belief to be wrong and that it actually does the opposite. Therefore, all of these studies have proven that too much homework causes test scores to drop and that students will have better chance at succeeding in life with a helpful homework
During discussions, teachers are often interested to hear students arguing about their own standpoints rather than the actual takeaways from the paper. Structure like this in classrooms only validates that students are able to argue but, diminishes the opportunities of creating values to the scholarly work and voicing out from the side that share the same opinion as the author. This leads to academic rewards for these arguing students as suggested by Deborah Tannen, leaving the rest to believe that they are not good enough for the academia. Based on personal experience, I would like to add that such agonism demotivates students to explore knowledge outside of their field and creates an impression that they are never meant to explore topics that they are least expert at. This structure has to be reshaped to bring back the original goals of criticizing work so that there is a value for everyone in the
Peer Tutoring is the style of teaching that is one on one. Tutoring benefits anything from academics, driving, or learning with musical instruments. Samuel L. Blumenfeld wrote a book called How to Tutor. Something that stood out said “ Most parents wait until their child is having difficulty at school before they think of providing some tutorial instruction” (Blumenfeld 10). Most kids, when they find out they are getting tutored, feel that they are not smart enough.
Eric Hanushek of Stanford University’s Hoover institute argues that he believes that students can gain benefits from small classes in lower elementary classes, but data from STAR cannot prove that the benefits which persists in students in normal sized upper level classes is the influence of small classes (Ehrenberg, 2001). However, Jeremy D. Finn and Susan B. Gerber prove in the article (The Enduring Effects of Small Classes) that “in addition to immediate impact, attending small classes also had long-term benefits. In general, students who attended small classes in K–3 performed better academically in all subjects in grades 4, 6, and 8 than their peers who attended full-size classes” (GERBER, 2001). Furthermore, a research by the Australian Education Union also demonstrated under the follow up benefits in high grades of classes. The students placed in smaller classes in early elementary classes were “rated as expending more effort in the classroom, taking greater initiative with regard to learning activities, and displaying less disruptive or inattentive behavior compared to their peers who had been in regular-size classes” (Peace,
In the question, “Does your personality affects your grades?” 64% of students answered yes and 36% of students answered no. Personality is a unique and relatively stable ways in which a person thinks, feels and behaves thus, it can affect one’s grade. Students must possessed a passionate act, way, or thinking for school and learning. Therefore, these 64% of the 50 first year students are into studies that even their personality affects their grades. In the personality attitude is a branch of it therefore, if you have an attitude of being passionate in your studies thus, your personality can affect your grades.
He emphasizes that this teacher and student relationship in education is for people whom are “necrophilous”. And that it is only a means to control the masses by disabling their ability to critically-think. He also encourages problem-posing teaching, which are open discussion classes where not only the students can learn, but the teacher learns as well; a truly ideal learning environment for growth and change. Some of you may believe that your education has not been oppressive, but I can tell you from my own experience that there have been significant improvements, but Freire’s ideals still hold true to this day. First, we must examine Freire’s ideals of education.
Teachers usually ask for students’ opinions on not only the learning experience but also on the environment they’re in. For example, things like classroom decorations, lesson plans, field trips, etc. Even though student evaluations might sound appetizing for these kind of questions, once again they’re not. As a matter of fact, further on in Rojstaczer’s book he states that it causes “constructive criticism”. As we know, constructive criticism has a positive denotation when it comes to the subject but the main reason why student evaluations should be used is not for other things not related to the learning experience, but for a teacher’s performance so that it improves the learning