I remember trying to ask questions about concepts I did not understand, but she would always say, “What don’t you understand?” This was a frustrating question because I was completely lost and didn’t understand anything about what we were working on. I changed schools for seventh grade and my math teacher tested me on the first day of school. My mom received a phone call from my very concerned math teacher. I had tested at a third grade math level entering the seventh grade. Looking back to those times, I felt very bad about my abilities in school.
It is the teacher who explains the subject so the people studying ex. Maths, can understand it and expand their knowledge. If they receive a horrible teacher who is might not as good as explaining the subject and therefore, they do not get the complete knowledge, as they would have gotten before. Moreover, the teaching can be unsufficient; the teacher can be missing the qualifications, which are needed in that specific situation. Sedaris tells the reader that he was so uncomfortable in the classroom that it spread to his life outside of school.
English class made me feel empty-headed and lost. I never knew what was going on, and I also began not to care; However, when I was placed into Ms. Hightower 's class, everything changed! She gave me confidence in myself, my abilities, and helped me uncover intelligence I never knew I had. My freshman year of high school created my hate for English. My freshman class full of 15-year old 's were forced to read and write essays about the constitution and politics we knew and understood nothing about: It was the most tedious and doltish idea in the world.
Since we study aboard teacher stop giving us that much information about the theory the question start to be how you think about this problem, which theory can be apply on this problem ,it confused me for really a while. As the teacher might know we are really good at guess the exam question that is what we always been teach. So far I am tired of guess what is the question because than I have to think what is the teacher?s expect of the answer. I cannot write what I know because what I know is never the answer teacher want to see. They want to see what I
It is frightening for them to sit down before a blank sheet of paper or computer screen and know that an hour later, nothing is written on it. They feel frustrated to discover how much of a challenge it is to transfer their thoughts and feelings from one’s head onto the page. Constant spoon-feeding by the teachers is one of the trends in schools. They would provide everything and expect only the end product without looking at how the students write it. The purpose of the study is to explore the effectiveness of using process writing approach to help improve students’ writing performance in English.
As a learner of exam classes, I found skills more difficult than other tasks due to my previous learning experience as I was never taught how to develop sub-skills, how to focus on key words, etcetera. Learners have similar problems while preparing for exams. The interest in teaching exam classes is due to the following: Focusing on learners` weak points. Making lessons
Role play can help to dvelope key scientific skills (Hodgson,2010) .Because the 7th grade lack of these interpersonal scientific skills , this strategy can help the students acquiring these skills. To achieve the outcomes, the student should make an effective discussion with his colleague to make the supportive environment for learning and making reflection about his Knowledge by applying role play.”it encourages individuals,while in role,to reflect upon their Knowledge of subject”(lori.jarvis,Kathryn odell,Mike troiano). Feelings and knowledge gaining help the students to be life long learners .Regarding disadvantages of this strategy, it does not take into consideration the differentiation and learning style. So I am going to keep in mind the students characteristics and disabilities through my planning . So I decided to give the students the scenario before the time of the class to let them have the assistance from other student who can help them.
They actively analyze their thinking across many areas of their lives, but are only beginning to assess their thinking in a systematic way. They understand that the human mind tends to be self-deceptive, and they attempt to assess and critique their own conclusions, beliefs, and opinions. However, they still have “limited insight into deeper levels of thought, and thus into deeper levels of the problems fixed in thinking.” The researchers use practicing thinker as an indicator of stages of development in critical thinking, they believe that it can affect the result in the study. Practicing thinker use in this study the awareness of the 4th year students on how their thinking. The Advanced
Despite the rise of more standardized testing in the United States in the past few decades, the US continues to place behind many other countries in international student assessments (30th in math compared to Finland’s 6th place). One of the reasons for standardized testing failing its goals in increasing student performance is that teachers are now on a rigid deadline with inflexible course material they must teach. Instead of taking the time to properly walk students through the steps of a problem and teaching them how to think on their own, only the information on the syllabus provided at the beginning of each class is taught. There is (usually) no room for creative and critical thinking as there is simply no time for it. Thus, we students become inundated with the expectations of learning something without properly understanding it, only to take a test at the end of the year that has no real meaning to us.
In such class rooms, only a very few students are able to speak and respond in English. The students are even not participatory in the oral exercises in English. Hence, when students are required to speak, they are unable to exhibit or express even personal information about themselves in English, and they become frustrated and show reluctance to participate in oral communication in English. The main reasons for their frustration and reluctance to take part in speaking activities include lack of motivation, lack of teachers’ understanding of the learner’s level of speaking before the speaking skill training programme, and lack of opportunity for the teachers to use diagnostic tools to find out the entry level problems of the students in speaking skills. Moreover, students rarely speak even in their own vernacular