The mentioned study practiced a group of teachers for two days on modeling (6+1 Traits) and how to evaluate their own pieces of writing. Then, the trained teachers applied the traits in classrooms with students by having students write narrative, descriptive, or persuasive pieces of writing. Next, the researchers compare the results of the teachers in the workshop with the results of students in classrooms. Another methodical study prepared by Michael Coe - Cedar Lake Research Group - in the U. S. DEPARTMENT OF EDUCATION. The study title was: An Investigation of the Impact of the 6+1 Trait Writing Model on Grade 5 Student Writing
Therefore, in order to protect motivation some strategies are useful such as: making learning experience exciting by adding variety in teaching style, materials, and tasks; improving learners’ self-confidence by focusing their strong points and providing opportunities to involve in the classroom; enhancing learners’ autonomy by involving them in learning responsibilities, getting help from learners in designing materials and give the authority to teach their peers and work on a project; promoting students’ self-motivation by helping them to overcome hesitations and dullness and removing
The questionnaire was created based from the questionnaires given to the students to know the teacher’s perception towards the student’s motivation and attitude towards second language learning. 3.4 Data Collection This section will discuss on how the data will be analyzed. The data are collected through questionnaires. 3.4.1 Questionnaires The questionnaire given to the subjects was to determine and identify the subjects’ type of motivation and attitude towards second language learning. The data were collected and tabulated in a table form.
Learning strategies represent the behavior and thoughts, which occupies a student during learning. Learning strategies are the techniques used by students to test the new material to develop, organize and / or to understand and influence self-motivation and feelings. The use of mnemonic devices can be seen as one type of learning strategy. Learning strategies can be divided into several categories as under: - 1. Rehearsal strategies (For example, repeat items in a list, highlight the text of an article) Uses repeated practice to learn information.
Cognitive learning strategies involve the mental or physical manipulation of the material to be learned. The strategies are resourcing, grouping, note taking, and elaboration. Teachers model, rehears, and support students the use of learning strategies in the classroom. Social/affective learning strategies interconnect the cognitive and the sociocultural dimensions of the biography. This kind of strategies considers two levels: the individual level and the interactive level.
There are different strategies that can be used by the teachers for effective class management among which the most significant is clearly setting out the format of lessons. This is done with the help of setting objectives and aims, giving regular positive feedback, reviewing the learning outcomes and giving an in depth summary and final exercise to the students. While on the other hand, the teacher can also make use of rubrics for understanding the abilities of students. The teachers can also make use of self-reflection as the strategy for class management because it helps the students in analysing their own learning and development abilities. With the help of this strategy, the teacher would be able to determine the pros and cons of each
The single most common request for assistance from teachers is related to behaviour and classroom management (Rose & Gallup, 2005). The purpose of this research is to examine strategies to improve classroom management to promote discipline within the classroom of standard three. Also, instrumental to this study is ascertaining the impact intervention
Many other researchers have concluded that successful learners utilize more learning strategies and use them more frequently. ( Kaplan, 2002; Oxford, Cho, Leung, & Kim, 2004). Khaki (2014) also propounds that according to the strategic experts, learners become more creative, flexible and efficient when they adopt strategic knowledge in language learning process. As Griffiths (2008) suggests, higher level students use the strategies more frequently than the lower level students. Moreover, Carrell (1989) points out that descriptive investigations carried out by Hosenfeld and Block reveal the relationship between particular types of reading strategies and successful second language reading.