In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
and design instruction that develops students' self-perceptions of their academic skills. And by large will lead a way for in making Quality primary education a dream come true. The present study titled ‘Teacher Efficacy in Relation to Teacher Motivation and Personality of Primary School Teachers is a survey study. In this study the researcher has made an earnest attempt to find out the relationship between Teacher Efficacy and its dimensions with Teacher Motivation and Personality of Primary School Teachers. This chapter presents the explanation and discussion on the above issues under the sub-title theoretical frame work, present status of the study, related to Teacher Efficacy, Teacher Motivation and Personality.
In addition, Piaget pushes intrinsic motivation and that’s mean the learning comes from what they believe about themselves and their situation, and direct relationship between the individual and the situation motivation comes about when a person does work to earn the information and experience from it. (Barnett,1995). And motivation can be when children believe about themselves can be the stimulation that drives them, and this has a lot to do with what they are told about themselves by their teachers, and parents. For example, if the child told that they cannot success and they are useless, they will begin to believe that so they will not success. Children actions depend if they see themselves as a good person or if they were neglecting from teachers and parents.
“One obvious purpose of effective questioning is to minimize teachers’ and students’ errors by focusing on a particular fact, issue, skill, belief, or whatever” ( Wragg & Brown, 2001, p.27). Hence, questioning effectively can make students become more curious and actively participate in learning process (Fusco, 2015). There are some tactics that teachers need to use in order to question
Essentially, the class manifests student-centered backdrop rather than teacher centered… teachers are to prepare classroom activities that are devoted and best facilitate speaking exercises”. Some factors of PBL mentioned above match with Achmad and Yusuf’s suggestion (2014) when discussing to some effective ways to enhance students’ speaking skills. It is clear that the main purpose of language teaching is to enforce EFL students to be more confident, motivated, positive attitudes and to collaborate in group. In term of the importance of speaking ability, Ulas (2008, P. 876) emphasizes that “speaking is the most common and important means of providing communication among human beings. The key to successful communication is speaking nicely, efficiently and articulately, as well as using effective voice projection.
Relevance, or the why of learning, is important in constructivism theory. Educators emphasis when teaching impoverished children should be on the growth, instead of whether certain target test score is accomplished (Murnane, 2007). Constructivism is a key concept in that it respects student’s differences and allows students to use their own prior knowledge and experiences to make connections and
Self-determination theory (SDT) assumes that inherent in human nature is the propensity to be curious about one’s environment and interest in learning and developing one’s knowledge (Niemiec & Ryan, 2009). However, educators introduce external controls into learning climates, which can undermine the sense of relatedness between teachers and students, and stifle the natural, volitional processes involved in high-quality learning (Wroten, 2014). The theory identifies that students are intrinsically motivated to learn and that educators should capitalize on this desire when designing instructions. Further, SDT suggests that teachers can capitalize on internal motivation by supporting student curiosity and their desire for autonomy. If educators can find ways to support autonomous motivation in the delivery of instruction, then optimal learning can be achieved (Niemiec & Ryan, 2009).
This study demonstrates a way of organizing the data, both quantitatively and qualitatively, to aid in forming conclusions about the ability of the service experience to enhance the learning of student participants. Additionally, the students are given “voice” through this research as their commentary unfolds to help others share in and learn from their experience. Such assessment is valuable to the faculty and administration when considering continuation of implementing service learning at the MIHC. The purpose of this study was to describe students’ experiences, attitudes, and learning outcomes associated with the implementation of this service-learning rotation related to three fundamental questions: Did the service-learning experience increase student awareness of the needs of elderly populations? Did the student possess professional growth as a result of the service-learning experience?
On other way by using three questions, what will you choose to accomplish a certain task? , How much effort and energy you will use? And how long will you pay strength and energy? Elements of motivation and learning Motivation is the important factor that educators can target in order to improve learning. To motivate students there are five important factors, learners, teachers, content, the ways and environment.
Self motivation beliefs These beliefs centre the student and allow for the completion of the forethought phase. Self-efficiency which in this case is students’ belief about their ability to learn a task (Zimmerman 2002) , is a key element in these beliefs. "Self-efficacy is extremely important for self-regulated learning because it affects the extent to which learners engage and persist at challenging tasks. Higher levels of self-efficacy are related positively to school achievement and self-esteem.” (Schraw et al, 2006) Outcome expectations can be regulated by the teacher for example, if a student can see how a certain task is relatable to how she will use it in the future she is more likely to want to acquire the proposed knowledge. Performance The performance phase is generally seen as two separate disciplines.