This is valuable for both the teacher and child because both are setting goals and developing the brain by the student is gaining more knowledge and getting tested to see how well they contained the material. For teachers they are learning different ways to have assessments that are valuable for each student in the class because not all students do well on standardized test some do well on performance-based assessments. Also, it helps the teacher see if they need to change the lesson around for the students who struggle on a certain topic on a
Learning is more commonly conceptualized as a process that students actively construct their own knowledge and skills instead of characterizing it as a simple acquisition process based on teacher transmission (Barr and Tagg, 1995; DeCorte, 1996; Nicol, 1997). Students interact with subject content, discuss it with others, in order to internalize meaning and make connections with what is already known. Terms like ‘student-centered learning’ is one reflection of this new way of thinking. The core assumptions are active engagement in learning and learner responsibility for the management of learning in this new way of thinking (Lea et al., 2003). As seen learning is a process that students are to be engaged and take responsibility in stages of
These are the common needs of students that must be considered in effective class management because it helps in learning more easily and conveniently. It is important for the teacher to make sure that these needs of the students are fulfilled because it leads towards effective class management, as students feel comfortable. In addition to this, there are some other issues as well that must be considered which includes perfectionists, attention problems, socially withdrawn, and others. Hence, teachers have to make use of effective techniques in order to make sure that these problems are avoided and effective class management is ensured (Nation, 2008; Berzin,
In the contemporary perspective, formative assessment feedback is used to improve learning and performance by correcting what is wrong and to encourage pointing out things a student had not discerned. This is to say that formative assessment intended to contribute to learning by integrating a feedback cycle regarding the students’ current performance. This requires summative assessment, the judgment of a students’ mastery of content against a criteria or standard at a certain point to take place prior to feedback being able to be given. This, therefore, causes a summative assessment to be necessary to all assessments since judgment according to standards or criteria is needed to occur so feedback on how knowledge or work can be improved is required. This interdependency allows for many assessments to be both simultaneously formative and summative in nature.
Whether it being traditional or contemporary, teachers have a various tactics such as rational arguments and creative ways (McBer, n.d.) to leave an impact on students and to influence them in bringing about positive outcomes. Petty (2009) supports the importance of teachers having an impact and influence on students and adds that effective teachers can first of all recognize the potential of the students. After recognizing the potential of students, teachers now should think analytically and conceptually as discussed earlier and develop a lesson plan that encourages students to reach their full potential or even challenging students to reach a higher level of learning. In addition, McBer (n.d.) and Petty (2009), share that there are informal ways of influencing students. When a teacher has a closer proximity with a student, the teacher will understand the student better which lead to a better understanding of the students learning styles.
I believe that many behavioral problems can often be handled through discussing the student’s behavior and giving them a second chance. The discipline hierarchy allows the students to self correct their behavior before incurring a harsher form of punishment. Overall, although I believe that having clear expectations and behavioral procedures are essential for good classroom management, I also believe that one must still remember what an effective teacher looks like. Thus, when it comes to the area of classroom management, it is still vital that the teacher strives to maintain positive relationships with the students. Effective classroom management is not simply about punishing the student and moving on.
Academic self-efficacy is influenced by cognitive interpretations of success and failure in tasks, but also influences effort, persistence and the cognitive resources that are used in seeking to interact with the academic context. Motivation and efficacy are enhanced when learning progress and comprehension are perceived. Strategies may influence self-efficacy and motivation, and students who believe that a new strategy can improve their performance may keep their initial motivation even if they perceive little progress if the new strategy gives a sense of control over achievement outcomes. In paper I, students who participated in relationships with faculty and student activities increased their perceptions of informal opportunities to influence their study conditions and sense of control, which enhanced their self-efficacy. High self-efficacy perceptions are also believed to make individuals engage in tasks that develop their skills and capabilities, while low-efficacy perceptions make students choose tasks that will not need development of new skills (Schunk, 1991).
Good concentration helps to understand your work. It also helps to learn how to make the exams preparation easier to get good marks and be successful. Good team work skills are an important study skill because throughout your life you will need to study and work with different types of people. Being able to work well with others is good because you can learn from them and teach each
Hence, it is difficult to handle the class unless there is an assistant to assist the instructor throughout the process. However, this method teaches students to be learning-oriented. Students are not only tried to do something just for the sake of getting good marks but they will be able to enjoy the learning processes by participating in the group to solve the given
When teachers plan their lesson in a good way, they can provide their students with multi of resources that may help them a lot. With the help of raising questions, some guidance, flexibility, knowing how to stimulate the students and having their attention to participate will make the lesson perfect. Good teachers should make the lesson meaningful by using any possible mean to make the lesson easier and more interesting. They should prepare the methods in which they will explain the subject. If the material is not clear, an effective teacher can reproduce the material to suit his or her students (Moreno,