As mentioned in my previous journals the tutor is the backbone in my learning journey for this course. As a convention, I try and read the tutor’s comments several times to occupy in the real message so that I can concentrate on my faults. Because writing composition has always been my challenge I try and pay close attention so that I don’t keep taking in the same errors. Although, my emphasis is normally on what the ask of the assignment is, but I feel I get side tracked and make the mistakes that I can avoid in the interim. For the most part I conceive I’m ok, but at times I get swayed out with long sentences.
Yes, lesson delivery and classroom engagement is important for students to succeed in the classroom, however, the formation of relationships with students and their families is of utmost importance. After the establishment of a sense of classroom community, “everything else begins to fall in place.” Children are engaged, they want to learn, they begin to self monitor and that’s what is most powerful. As I continue to develop my philosophies of teaching, specifically, classroom management I will bring along with me this experience and take into account Mr. Decker’s experiences and suggestions. It is important for me to recognize that being a teacher isn’t an easy job, it’s more than just lecturing students and drilling information in which I want them to regurgitate. Being a teacher is caring about the individual “whole student” their home life, their like’s and dislikes as well as their strengths and weaknesses, all in hopes of pushing each student to be as successful as
In order for people to grow, they must be open to constructive criticism. Likewise, in order for teachers to grow into great educators they must also be open to constructive criticism. One of the best ways to be open to constructive criticism is to take criticism from ourselves. That is because some people critique themselves harder than anyone else would. Throughout this narrative, I will reflect and critique a video of myself teaching inequalities to an Algebraic Connections class.
The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language ‘on the spot. Several issues arise for any teacher trying to incorporate principles of process writing into his or her professional practice. First, teachers need to provide time for writing in the supported learning environment of the classroom. Many students will benefit from structured tasks, which teach them strategies for planning, drafting, and revision. Many teachers would argue that setting aside the time needed for feedback, and for the revision of several drafts, is unrealistic, particularly within the constraints of school systems; and particularly where classes are large.
Meaning and message are the special tools for instruction, and the language is the main goal of the lesson and the focus of activity. On the other hand, language is also a tool for obtaining the objective of the lesson (Solhi & Büyükyazı, 2011). Interaction occurs between teachers and their students in order to acquire insights into class-based learning. The second language classroom is a dynamic and complex series of interrelated contexts, in which interaction is regarded as being essential to teaching and learning (Walsh, 2006). According to Qian, Tian &Wang (2009), classroom communication is a problematic means.
However, most probably my students are facing the level two, stage three and four. According to Kohlberg, at this stage they see morality as more than a simple deal that they can manage themselves. As their teacher, I can help them to identify ways to respond to the cultural rules and understand what is good and bad or right and wrong in a society. These can be taught to them through hidden curriculum. It might be difficult to make them understand all the rights and wrongs as their thinking might be affected by many factors around them.
It identified my strengths which were my relationship with my students, my effort put into my planning and willingness to try new approaches. I am always trying new approaches in teaching and learning. For example, the bookkeeping is a difficult topic to teach and students found it difficult to understand the bookkeeping rules. Students would be invited in front of the class and explain the rules with props and role play. It was fun to watch and they certainly enjoyed taking responsibility of their own learning.
The attention of even brightest student fads off after 20-30 minutes. Some extra ordinary teachers always judge the faces of the students and deliver information as per the mood and receptivity of students, but at large, the information flow in the class remains one-way. With accumulation of vast information especially in science, it became difficult for teacher to transfer information using chalk and talk method or even over
What are the approaches or methods that teachers should use in teaching literature? Why is literature been considered as a tough, and nonsensical subject? Taking these questions as the base of the title of the paper - The Labyrinthine World of Understanding Literature – How to tackle it, it is enough to show how complicated literature is and there should be ways to tackle this problem. All these questions have been discussed in the articles and proper attentions have been directed to come up with the answers to
In teaching English pronunciation teachers practice some English teaching methods. For the activities, teachers usually ask the students to read aloud a text, pronounce the words, practice some dialogues or ask the students to speak up spontaneously. As we know that in the learning process mistake is common, so feedback should be given by the teachers. Feedback is considered to be one of the most significant factors contributing to learner development (Hattie, 2009). This belief can be viewed as a pillar of the teachers’ cognitions about pronunciation pedagogy.