Growing up, kids are known for persistently asking questions. While it may seem annoying, these curiosity driven questions are fulfilling their want to learn, but as kids grow up, these questions begin to disappear. Where did the eagerness for new knowledge go? Research and statistical findings prove that the decrease in curiosity among our kids is strongly linked to the perpetual homework assigned through our school system. Not only does it cause our youth to feel negatively towards learning, but it also brings harm to our student 's health.
In a study conducted by Unianu (2011) on Teachers’ attitudes towards inclusive education, a possible reason for mainstream teachers having preconceived ideas on children with special needs is the fact that they may not know or identify the main characteristics of students who have different disabilities. Since they lack this ability, they need assistance and support from school professionals such as the school counselor and or school psychologist in order to help each child and create an educational activity that will effectively and efficiently help the child learn (Unianu, 2011). These are some of the reasons why issue like incapable and inadequate educators pose as a problem inside the classroom. Since these teachers are not qualified or trained to handle an integrated or inclusive classroom and the school may lack the necessary resources and services needed, both the learning of the regular students and the students with special needs will be disrupted. Aside from that, the safety of the students and the teacher will both be put at risk.
Instead of helping these students and motivating them, some of their teachers are so focused on getting them the information that they try to give them a lot of information in a short time, thus not giving the students a chance to properly learn. Lack of preparation can leave the students feeling anxious. Approximately 10 million students in the mid-1980s had experienced test anxiety. This included average students, students with learning disabilities, and even gifted students (Fulton
These include teachers’ lack of an adequate knowledge base involving the basic testing and measurement concepts (Stiggins, 2005), limited teacher training in assessment and failure of teachers to apply and adhere to measurement guidelines they learned in measurement courses. On the other hand, teachers who develop useful assessments provide corrective instruction, and give students second chances to demonstrate success which can improve their teaching and assist students to discover. Teachers are responsible for assessing students’ learning. All teachers must have assessment skills to implement the assessment. Teachers used various techniques in assessment even though they may not be given appropriate training on certain facets of classroom assessments (Marso & Pigge, 1988) as cited by Koloi-Keaikitse
Underprivileged students have no access to resources like reading materials, lack of uniforms, lack of enough food and this may lead to uncompleted homework or assignments. The problem facing educators is helping students to achieve optimal learning that is the conceptual understanding and ability to apply the knowledge to learning. Teachers are not using teaching techniques that match different kids’ modes of learning. With negative attitudes from the teachers, this leads to poor quality teaching. There are many solutions to curbing the negative attitude towards students like incorporating technology in curriculum to increase students’ motivation to learn and improve their grades and talents.
The Effect of Teachers’ Language Awareness on Their Reading Task Design Ability The importance of teachers’ role in educational systems is undeniable. An obvious parallel can be found between quality of teacher education courses and teachers’ act in their classes. It is a matter of concern in EFL contexts that so many teachers of English seem to have such limited knowledge of the language they are teaching (Thornbury, 1997). There are some reports in some parts of the world which claim that teachers are not well trained (Townsend & Bates, 2007). LA should be one of the main parts of pre-service and in-service courses’ content in order to train teachers with sufficient language awareness to do well in their classes.
Listening 1. What it means to “ Listen” ? One of the most important skills to acquire in the second language is Listening, but many language students face listening difficulties when listening to a second language. Furthermore, schools do not pay its attention to listening, only pay more attention to writing, structure, reading and vocabulary, so second language learners have significant problems in listening comprehension. On the other hand, many course books or syllabus do not pay attention to listening, in addition, lots of teachers when they prepare the lesson plan, do not assign importance to listening because they believe that it will grow and develop within the learning process naturally.
Then again, the central issue talked about by the instructors is the learning state of mind and scholastic execution of the understudies. A large portion of the Orang Asli kids don't have a benefit to go to kindergarten before entering Primary 1. It doesn't just imply that they are not arranged for the formal training; they are likewise not arranged to talk the national dialect, Bahasa Malasia, as their primary language is Bahasa Semai. One of the instructors told the creator that the fundamental variable which backs off the understudies learning procedure is the dialect hindrance. Showing the Year 1 understudies is exceptionally troublesome when they are not able to speak Bahasa Malaysia.
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
Most of the students spell the word to pronounce the word correctly when they encounter a new word. Since they have limited knowledge on sounds they fail to pronounce the word correctly. Instead if the students are taught with the sound of the letters, they would combine the sounds and would not have any difficulties in pronunciation. As the result of wrong pronunciation, students reading ability is hampered and subsequently the meaning of the text is lost. Furthermore their interest in reading is minimized as they cannot get the essence of what the text is saying.