This affect doesn't only concern the students themselves, but also the teachers. Most of the teachers know how students feel about these required classes, which also discourages them. These teachers also have a curriculum to go by, so even if they agree with our statements, there is not much they can
Motivation is the force that keeps us moving in order to perform our activities. Often, as teachers, we hear and witness that the students do not demonstrate any kind of interest for the academic matters and that they are not motivated. But, more often, what happens is that they are in fact motivated to do other kind of tasks, which are more pleasant for them. Motivation is the interest students have for their own learning or the interest for the activities that lead them to learn something. This interest can be acquired, maintained, or even increased in function of different factors (intrinsic and extrinsic) which need to be set apart from what is has been believed as motivation: what the teacher does to motivate the students.
Such students often exhibit maladaptive behavior such as tardiness, hostility towards authority, and unrealistic aspirations.The standard approach is to address the problem as an academic issue through remedial or developmental instruction. Developmental education programs however do not address the whole problem. Lack of motivation is not limited to the academically weak student. Successful remedial and study strategies courses aimed at the underprepared student have demonstrated that students who really want to improve their skills can do so when motivated. However, even the best remedial instruction programs have failed to positively impact the student who is both underprepared academically and unmotivated.
Why do students achieve so much more when they have teachers who show minimal respect for them and their classmates? There is no clear answer for this. However, at the moment there is little empirical data to draw meaningful conclusions. Often we fall back on anecdotal evidence. Non-verbal cues are key to developing respectful relationships in school environments.
To illustrate, students have their own ways or techniques to attain or adopt the new information, therefore, they may get bored spending much time in Presentation. They get engaged mostly in Practice stage due to the teacher guided error corrections. What they believe is that the less mistake they do, the more they learn. This is such a challenge for them, which they expect, because in this stage teacher gives different varieties of exercises and they keep trying to have less mistake and to make sure that new information acquirement is complete, which in general, takes longer time than it is planned. As a result, teacher modifies the lesson according to the needs of the Ss, and to see them trying, makes teacher give them more time in Practice and less in Presentation, and even the least in Production stage.
Moreover, she mentions that this experience helped her how to see the changes’ effects not as a teacher but as a student. Yet, a few sentence before talking about this, she mentions that she doubted about the course because of not mastering her own problem-solving skills. Herein, the main problem is that she is actually not an expert of using puzzles for problem-solving skills and teaching these skills to the learners. This can be seen as “…being a teacher and a student at the same time get your students closer to you since the usual gap between ‘trainer’ and ‘apprentice’ is not that strong…and students regard you as a role model for them and that can be really motivating and challenging for a teacher.” ; however, in the research the aim was not to build close relationships with the learners, but to observe the effects of changing teacher-centric system. Shortly, the author is ambiguous about the idea of being a learner of her own class.
Argument #1 a. Claim: Traditional teaching deprives some students of what they should be learning in school. b. Evidence: According to Joshua Aromin, a Content Marketing Coordinator for Whitby school, “Only verbal learners are well-served by the traditional style of education where the teacher stands at the front of the classroom and explains concepts to students. This leaves out the overwhelming majority of learners who do best with hands-on learning, group work, or learning through images and sound”
The reason why teachers evaluate students is to give them good meaningful feedback that allows students to learn more and make them better after. Grades are an inadequate means of achieving that because they are not helping students to internalize and work toward meeting high standards, but that is most likely to happen when they “experience success and failure not as reward and punishment, but as information” (Bruner 1961, p. 26). Grades also do not define intelligence, it just defines how well a person memorizes facts, and how good one person is at school. Plus schools are very specific on how they expect you to answer and do not measure one's vast intelligence. ““Many highly intelligent people are poor thinkers.
Moreover, among 4 basic principles of formative assessment, teachers favored questioning most. In addition to this, all teachers are aware of the value of formative assessment for both themselves and their students. For teachers’ practices of formative assessment, English teachers cannot use formative assessment practices in their classes very often and effectively. They tend to have a preference for performance-based assessment tools rather than product-based ones. In addition, there are many reasons mentioned why teachers did not implement formative assessment frequently.
Moreover, they refer to the rationale behind using authentic ways of assessment in this way: They point out that teacher-centered methodology, which largely ignores individual differences and the contribution of the learners in the learning process is, unfortunately, still ubiquitous in many ESL classrooms. Therefore, ignoring individual differences and the contribution of the learners in the learning process were two main reasons that caused the experts to show their interest in alternative or authentic forms of