First of all I would like to thank the University Of Fort Hare for this first and essential period of my career, if it was not for them I would have not gained this experience. The fact is that theory is much more different than practical. In this essay I will dwell on the impact I have made as a student teacher. Secondly there are several strengths that I have developed during my School Experience. The relationships that I have formed with learners in my school experience played a huge role and improved their self esteem in terms of academics, because I was making a point that every learner is participating in the classroom whereas there’s those learners that don’t believe in their selves and not confident about their work.
Feedback can provide students with information about strengths and weaknesses of responses, the outcomes achieved and students’ performance in relation to standards and to other students. For students, effective feedback on responses to assessment tasks should include: what was expected from the task? Like meaningful information about the quality of work, clear statements about how to improve, correction of misunderstandings, reinforcement of what has been done well. For teachers, effective feedback enables them to evaluate: teaching and learning programs, teaching strategies, assessment strategies, assessment task design, marking guidelines. (John Gore- CEO,
A problem faced by educators is the disengagement of students on their academic life (Covell, McNeil & Howe, 2009). There are reported students who totally disconnect with their studies that resulted to poor academic performance or failure (Parsons & Taylor, 2011). One of most educators’ objectives is for their students to engage in their studies, which leads to the success of their academic experience (Butler-Kisber & Portelli, 2003). Hence, educators seek to foster learning and support students to attain their academic goals. Apparently, educators are finding ways and hoping for their students to become successful learners.
Many students have been diagnosed whilst at school, and have benefited from good support. These students often have a clear understanding of their areas of weakness, and have developed strategies to manage these. Nevertheless, fatigue and frustration are common, together with a lack of confidence in their own ability. Students whose difficulties have not been identified until later in life may experience more negative emotions such as panic, stress, anxiety and low self- esteem. This may be particularly true for mature students, some of whom will have had very negative experiences of education earlier in life.
Mediation denotes that the teacher assists the learners in seeing practical purposes from school activities relative to their own requirements. Feuerstein’s theory of mediated learning (MLE) experience describes a special quality of interaction between learner and the mediator that can facilitate cognitive and social learning (Falik, 2001). Teachers are to assist learners in exploring possibly interesting facets of the world, cultivate in learners a curious spirit in which they ask challenging, open- ended questions, challenge learner to solve problems while making these activities exciting and fun,…. according to Grosser and De Waal (2008) this deeply entrenched in the theory of constructivism. The educational field has indeed experienced a great deal of changes and paradigm shifts in the way in which humans learn and the conditions that cultivate different facets of learning in humans (Cooper, 1993).
This decline is also met with increasingly rigorous curriculum and other indicating factors. “Diminishing reading motivation is particularly stark for poor readers in the post-primary grade years” (Nelson & Manset-Williamson, 2006), p. 213). With this in mind, researchers set out to investigate the effects of implementation of Guided Reading intervention and Explicit Comprehension intervention on students’ self-efficacy, affect, and attribution to strategy use. The results of the study concluded that students from both interventions showed an increase in positive affect and decrease in negative affect for reading from pre- to post-test. Students in the Guided Reading intervention increase in reading self-efficacy while the Explicit Comprehension intervention improved overall comprehension skill.
Assessment and evaluation is an instrument that is used to measure the performance of teachers and students. It is an integral part of teaching and learning process. Assessment aids in decision making as it determines whether or not the goal of education are being met. It plays a major role in how students learn, their motivation to learn and how teachers teach. It also enables one to think: “are we teaching what we think we are teaching?” “Are students learning what they are supposed to be learning?” These are relevant question that one should ask when it comes to assessment; therefore, this essay will highlight on the role of assessment in teaching and learning.
Stuthers, Perry and Menec (2000) claimed that coping strategies influence students’ course grades. One of its structure, the problem-focused, targets on the causes of stress in practical ways that intend to remove or reduce the causes of stressors. Additionally, Doron et al. (2011) found an association between mastery goals and problem-focused coping. This finding is supported by a study conducted by Elliot, McGregor and Gable (1999) that showed the linkage between mastery approach goals and positive processes in the academic setting.
Likewise, Brown (2004) states “assessment is an integral part of teaching-learning cycle” (p. 16). There are a number of reasons for assessment the knowledge of which would provide insights into the way teachers employ given methods which are appropriate for their pedagogic purposes. Race, Brown, and Smith (2004) suggest the most common reasons for assessing students. They remark that assessment provides students with constructive feedback, thereby resulting in their improvement. It also raises learners’ awareness about their current abilities and achievements.
So understanding of Personality problems and adjustment problems of Introvert and Extrovert adolescents is needed to help them to solve their problems. Therefore an attempt has been made to study the academic stress and self-efficacy in relation to their study habits, personality and academic achievement among adolescents. The expected findings of this study would be of great significance to parents and sponsors who expend a lot on their children and expect them to perform well in school. Also, it should be beneficial to students especially those that are easily defeated when they encounter some academic tasks or have some problems militating against their academic success. Academic Stress and Self-efficacy beliefs are key constructs that effects Study habits, Personality and Academic achievement of Adolescents.