Books like The Scarlet Letter hold many important lessons and morals for young high school students. Consequently, these lessons often go untaught due to the concern about some questionable material in these books. Although it is true that these books cover some inappropriate topics, it is also true that these topics are what help bring up the important lessons students need to learn. Lessons in adultery or other questionable topics need to be taught in school to help raise awareness to certain issues students may face in the future. Despite all the valid arguments, parents and educators use to explain why books with inappropriate topics should not be used, they always seem to forget that it doesn't matter how much they try to shelter students eventually every student will be exposed to these inappropriate issues.
1. Introduction 1.1 Background of the Study This study is emphasizing on what tactics of effective questioning employed by senior and junior English teachers. The writer wants to do some studies on questioning because questioning cannot be separated from learning process. As stated by Arslan (2006) “Questioning has been and is a dominant method of instruction in the classroom. Some say questioning is, in fact, the most important teaching technique in use today”.
2. The Advantages of Treffinger Learning Model The advantages of applying Treffinger learning model according to Huda (2013: p. 320) are as follows: a. Make the students more active in learning and have confidence to speak their ideas. b. Develop students' thinking skills because it presented a problem in the early learning and provide flexibility to students to find their own solutions.
Research in educational domain is likewise exploiting this advancement by highlighting all aspects of individuals which are worth the investigation and consideration for an effective learning to occur. This prompted researchers to pedagogically extend an operational definition for self-regulated learning. Learners are much more valued in the contemporary educational system in so far as their roles as the builders of knowledge are more gratified. SR is congruent with constructivism and learner-centered education. Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education.
In an society where people focus on results society tends to loss track in the middle. This can be applied to schooling because students today focus on passing the test instead of understanding the meaning behind the things they learned. There are many ways to help students to look at the deeper meaning of topics they learned. However, personally I believe the way to get them to understand these topics are to make them active and engaged learners. In my eyes a person who is a go learner is open minded to learning new facts and listens to opinions that may conflict their own.
If I expect both an accurate view of student abilities and a comprehensive running record, it is my duty to practice creating effective questions addressing all levels of comprehension! My final thoughts about children 's reading and learning are about the nuances between students that are so important to note as a teacher. I did a running record for two students and the differences between the students were astounding. One student read without confidence, while the other student, facing a similar situation (uncertainty of words, no previous experience with the book, no knowledge of me) read confidently. I felt obliged to assist the struggling emergent reader, while I felt that the girl, a beginning reader did not need as much assistance from
Teachers should incorporate a combination of direct instruction and the constructivist approach when teaching reading. This essay will discuss six elements of teaching students to read including oral language, phonemic awareness, phonics, vocabulary, comprehension and fluency, and ways in which teachers can deliver instruction using a balanced approach. A balanced approach to teaching reading involves explicit phonics instruction as well as world view. Traditionally students were introduced to reading with an emphasis on phonics. McBride-Chang (2004) recognised that this bottom-up approach resulted in students who are more likely to lose interest in reading due to the limited vocabulary and repetitiveness of texts they read (p.120).
Mind’s Eye strategy could be one of their best ways to solve this problem. This strategy can develop students visualization and improve students reading comprehension as the technique includes students memory and asking them to be more critical in giving their perception and prediction. According to Silver, Strong and Perini (2007) mind’s eye is a reading strategy that is used by the teacher to improve students critical skill of the words on the page into memorable images. When the students read about a text the students will combine their background knowledge with the information that is gotten in the text. In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds.
This professional development is promoting the needs of all learners. As mentioned data shows that our students are performing below grade level when it comes to reading comprehension. Our students are showing a lack of reading comprehension techniques and routines; this professional development will help teachers revisit key elements such as literary and pedagogical techniques that will promote reading comprehension as well as additional support for differentiation. This will help teachers implement such approaches in their lesson delivery to assure that students are utilizing them. Principal support in implementing
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).