In fact, Afl is based on a combination of works of research. The Afl approach is linked to the teaching and learning pedagogy and is driven by the social constructivist theory and Bloom’s model of mastery learning Bloom et al. (1971). Afl helps learners to understand and deepens their thinking and as a result the learning process becomes visible. This supports Stobart’s views that
Culturally, I’ve found that local teachers from Hong Kong, find it very difficult to teach outside of their comfort zone. Even during co-teaching, a lot of the times I would be leading the role of the English teacher while my local colleague would support by holding classroom discipline. Socially and personally this would leave myself as an outsider to the school community with my colleagues. While this was not the most ideal scenario for teaching, my self-belief and professionalism had to be changed. Finding evidence and exploring possible methods to allow myself to be matched with the school community, especially within the English Department but at the same time still keeping my authentic identity of
Non-academic Outcomes Teachers not only focus more than just students’ academic outcome, but also generic skills, positive attitudes and values. More and more emphasis is put on non-academic aspects of education, which are perceived as the important elements in children’s development. In a reform proposal for the education system in Hong Kong in 2000, ethics, physique, social skills and aesthetics are also the domains to achieve all-round developments in students (Education Commission, 2000). It aimed to develop students’ critical thinking as well as positive attitudes and values such as confidence and collective efficacy. The ability to communicate and perform team work are examples of generic skills.
Title : The Switch of Speech Style Used by Erin Gruwell in Freedom Writers Movie 1. INTRODUCTION 1.1 Background of the Study Language is more than just a tool for communication that helps the speaker to deliver the information to the listener, but rather as an important key feature on leading people (Baxter, 2010). In the education context, teachers are considered as leaders who “place their students’ learning as their primary goal and work within their own classrooms to improve student achievement” (Merideth, 2007, p. 3). As a leader in the language classroom, the teacher’s language product holds a very important role in the achievement of the students (Diaz, Lynne T. and Rico, 2004, p. 293). Language product used by the teacher is influenced
It is indeed essential to learn grammar rules and develop basic writing skills, but not at the expense of integrating students’ cultural identity in the learning process and in-class discussions. The classroom is where the 2nd phase of early socialization begins. As early as kindergarten, diversity in the classroom is created by children and teachers sometimes fail to understand that no two children are the same. Cultural identity is barely promoted, as the mainstream English encompasses most aspects of education. In the article, “Preserving the Cultural Identity of English Language Learner”, Sumaryono and Ortiz argued that in the classroom, students can become disconnected and feel abandoned if the teacher doesn’t express any sort of sensitivity towards their cultural identities (16).
The parents or adults that are learning English as a second or other language may find that it is difficult communicating with their child's teachers. In addition, many Non-English parents experience low self-esteem, culture shock, and misunderstandings. Language difference can confuse parents about their role in education and how to help their children. Parents who do not speak English may not understand newsletters, handouts, or speakers at meetings, however non-English speaking parents wants their child to receive an education that will allow them to have a better future. Even when language differences take place, a teacher's willingness or attempt to speak the home language can deliver care for the parents because the willingness can encourage them to feel comfortable enough to speak in English plus can improve possibilities for communication.
Informal learning also occurs in the middle of crucially important situations and such instances reflect the principles of SCT since they require a blending of individual traits such as intellectual drive, determination and self-confidence (Marsick and Watkins, 2015). While earlier social cognition studies examined cognition in groups and group actions rather than individual behaviour, more recent studies have acknowledged the presence of individual motivations and cognitive strategies within the group dynamic which has led to a more robust development of Social Cognitive Learning Theory (Akgün et al, 2003). Thus, HR practitioners with a good knowledge of SCT can better understand the impact of workplace interaction and can help promote effective learning within their
This might be due to the idea that social and emotional skills are not viewed as an important part of the curriculum and they have nothing to do with the aims of education. Therefore, the school staff do not work hard on these programs and they do not give much importance to learning these skills during school days. This might also be since there are not many programs that integrate social and emotional skills with the academic content, although the numbers for these types of programs to be created is increasing (Jones, Aber & Brown, 2011). Many social and emotional programs give a lot of attention to skills needed in the classroom, but social and emotional skills are important for other places in the school, like in the playgrounds or in rooms of activities. Furthermore, teachers learn just a little during their training about how to encourage social and emotional skills and about how to deal with clashes between students or other social and emotional-related problems (Lopes, Mestre, Guil, Kremenitzer & Salovey, 2012; Kremenitzer, 2005) (as cited in Jones & Bouffard, 2012).
The lack of proper pronunciation causes problem for students in real life communication. On the other hand, most students believe that if they are better in pronunciation, they will be more confidence in English. It is also seen that generally pronunciation is neglected in classrooms. Even if pronunciation is taught with considerable amount of time, students should practice individually. Practicing only in classroom is not enough for achieving desirable
For decades, it has been a disagreement in the public education system on how teachers have to challenge themselves with the new comer that do not know or is proficient with the English language. However, as those teachers are concerned about the education of their students, even though, these teachers recognize that the English language learner are smart students. Yet, there is only one problem the student must meet and that is the lack of language. Thus, these students’ participation in the classroom are minimum, and more in the social studies where it is more competitive than the other subjects, as social studies require more reading and research skills. That’s why, it has become important problems for these teachers as they are trying