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
Classroom administration is the procedure by which educators and schools make and keep up suitable conduct of understudies in classroom settings. At the point when classroom-administration systems are executed successfully, instructors minimize the practices that obstruct learning for both individual understudies and gatherings of understudies, while expanding the practices that encourage or improve learning. Classroom administration is truly hard and numerous scholars discuss it and each is not quite the same as the other where every scholar has his/her own thoughts and considerations. Some of them are specified beneath. In Redl and Wattenberg 's theories, they incorporate gathering flow, poise, the delight torment guideline, and comprehension
Wright outlines a fair discussion about critical thinking intending to guide the teacher to help children to ‘think through situations where the answer is in doubt’ (2002, p.9). Throughout this chapter Wright pioneers critical thinking has a ‘practical value’ for social education, that it could help children grasp subject content in a profound and meaningful way. Examples of how to teach critical thinking are included throughout this chapter however, the lessons overlook other views of critical thinking as a process of developing skills and sub-skills. Wright (2011) generalises that critical thinking involves questioning from the higher end of the cognitive domain according to Blooms Taxonomy; ‘analyses, synthesis and evaluation’ (2002, p51). Meanwhile, Facione (2011, p. 6), who also supports critical thinking for social education, suggests skills such as: interpretation, analysis, evaluation, inference, explanation and self-regulation are developed as a process when teaching critical thinking.
It also encourages the cognitive apprentice approach where reflective practices of learner (learner-self interaction) and the interaction between the learner and the facilitator are crucial, similar to my personal lens. The function of context is another aspect of my personal lens aligns with the established theory where contextual learning is the key. Using authentic contextual experiences that are decided by learners drive the learning experiences in my kind of classroom. Finally, with regards to the role of facilitators, both views support that educators should provide guidance from reliance to gradually move to independent
Review of the student(s) IEP may have created a preconceived notion towards the student(s). In order to receive special education, the labeling is created to assist the teacher in knowing the students background educational issues. This labeling should be used as a tool only instead of defining who the student is. Each student has different learning methods and it is up to the teacher to find the best way to teach each and every student. The IEP records are only used as a starting point for teaching the student and it is up to the teacher to know the students strengths and weakness in learning.
In addition to this, behavior management issues are of critical importance for the teachers of English language learners with special needs. Such teachers must know the needs related to children’s disability, possess cultural and linguistic knowledge. Unfortunately, in the majority of cases, lack of knowledge and little understanding about second language acquisition provide inappropriate educational services. Teachers do not fully understand the influence of native language on intellectual and cognitive development and the impact of cultural differences on students’ performance. Most commonly, ELLs with and without disabilities are often taught by teachers with insufficient experience and qualifications.
(2012) discuss the importance of addressing the social skills and academic content in the classroom through the social learning theory, observational learning theory and the guided learning theory. They suggest that the Social Learning Theory, conceptualized by Albert Bandura argues that learning both behavioural and cognitive occurs through imitation, demonstration, and observation. The major characteristics of social learning theory include centrality of observational learning, self-efficacy and agency, and cognitive contributions. Modeling and learning takes place through live modeling, verbal instruction, and symbolic modeling. The process involves four major steps: attention, retention, reproduction, and motivation.
8.2 What is the level of communicative competency of the secondary school students by using English language? 8.3 How does the teacher’s practice on the approach in the classroom can influence the speaking competency level of the secondary school students? 8.4 What are the appropriate methods can be used to improve the speaking competency level of the secondary school students? 9.0 Significance of the Study The purpose for this research is to find out the main problem of what makes the teachers’ practice on Communicative Language Teaching Approach (CLT) in helping the students’ communication skill constantly failed. The most beneficial person would be the teachers.
Learners replace or adapt their prior knowledge and understanding with deeper and levels of understanding. Hence, skilled teaching is active, providing learning environments, opportunities, interactions, tasks and instruction that promote deep learning. The theory of social constructivism assures that learning happens mainly through social interaction with others, such as the teacher or a learner’s colleagues. One influential social constructivist, Lev Vygotsky (1896–1934), defined the zone of proximal development (ZPD). It is the area lying between what the learner can achieve with the teachers’ guidance and what they can achieve independently focusing primarily on activities.
Excessive verbalism: In most of our class-rooms excessive talkingby the teacher goes on in the name of teaching. He explains a lot reallywhen a student says that he does not understand, the teacher explains more. The words come out from the teacher’s mouth in endless succession. This is known as excessive verbalism. But many pupils do not have adequate Language proficiency to learn from this excessive verbalism.