Furthermore, it has been discussed that students will feel motivated if they get compliments. Also, if the teachers appreciate their hard work or in assignments, they will feel motivated psychologically. Moreover, researchers point out that praise among classmates can build strong social energy. Because praise will enhance students' respect for one another and it could lead them to enjoy for adapting in group learning. As a result, it will give good impacts to enjoyable classroom circumstances.
Participation is important for the children because they can tell their opinion about the subject and also learn more. They also learn new skills, have fun and have a closer connection to their community. Sometimes children find it difficult to share but they need someone who tell them that it is a good thing to share with others and by time they learn. It’s important that the children share little things in their lives because on the other hand, in the future the children will share more precious and important things. When the children share they make more friends.
This suggests that in order to expand in our field we should learn from our experiences by thinking about them using models of reflection. There are numerous reasons why pondering on different occurrences can be a positive experience, they can be useful when dealing with a challenging situation, this can help the practitioner contemplate and give the situation some thought before handling it, this is most common as one may reflect on a previous argument with a co-worker this would give the chance to face our feelings about the experience. For instance, if a senior member of staff asked an undergraduate student for a favour which perhaps included making a display board for the parents to see when they would walk in the student would feel very uncomfortable doing this task because it takes a lot of responsibility and it is very time-consuming, being only a student most would use a positive face and agree to do this task in order to demonstrate that they could accomplish this. However, after they would reflect on how they felt about this and possibly react differently. If the student felt too under pressure next time they should have simply declined politely, instead the student used Politeness theory, a theory by Brown and Levinson
This report is based on the observations gather in “Earl Haig Secondary School”. As Behaviours amongst students and their peers during a grade 12 university advanced function class may vary, depending on the reason for selecting this particular course. There is one specific theory that refers during the three consecutive days of observations. Which are the Psychosocial Development theory and previous research on behavioral actions in a specific classroom environment. During the final year of high school, it has been confirmed, that most students would like to graduate and move on to postsecondary, weather by attending private school or public.
Assessment for learning Theoretical and historical perspective linking to practice: There have been several theorists who have developed their theories, and have explained their key ideas, and their teachings, learnings, and assessments. Every theory with their own limitations provides their vision, and interpretation of different complex issues. These theories can be used by the educators to resolve their daily issues, and contexts. One of the behaviorist theory advocated by Skinner provides the key idea that behavior can be learned and unlearned, and/or can be replaced with appropriately acceptable behavior. According to him, a child’s behavior reflects the relevant responses they get against behaviors’.
Sot if we payed our students money it would prepare them for a job because they are already used to the environment. Another reason students should be paid is because they should be rewarded for their hard work. In the work force if an employee does a good job doing their job they get a raise or a promotion. So at school students should be paid for their good work at school. Paying students will also teach them the value of a dollar.
The more satisfying the reward to the learner, the more the behaviour of the learner is strengthened, leading to more comprehensive learning (Skinner 1974 cited in Elliott 2007 pg 48). The idea is that if a child is rewarded for their desirable behaviour, they will be more likely repeat that behaviour. Skinner suggested that educators should primarily focus on positive reinforcements and the success of the learner rather than punishing poor behaviour as this weakens the behaviour portrayed by the learner (Pritchard, p11). This suggests that a schools rewards/ behaviour system is extremely important to a students development, as the way the school looks at rewards and punishments can affect the behaviour and learning of the students. Behaviourist learning breaks down tasks into small, progressive sequences where continuous positive reinforcement is given.
Motivational theory by Abraham Maslow in 1943 is that human beings are motivated by unsatisfied needs and that convinced lower factors needs can be satisfied. Collaborative Learning by Johnson& Johnson, 1993, p.9) says that this use instructional use of small groups so that students work together to make the most of their own and each other’s learning. A major factor that influences pupil academic performance is the idea that they can achieve. Eggen, Jacobsen, Kauchak (2006) note that teachers assist the internalization process and they do effectively learning activities that encourage a positive, academic and cognitive self-concept. Maria Montessori (1965) says that children learn best when the environment supports their natural longing to acquire skills and knowledge.
INTRODUCTION Field experience is very important for the development of student teachers since it is where they get a chance to put theory into practice. There are many studies emphasize the problems due to theory -practice tension in the context of field experiences (Rhoads, Samkoff& Weber, 2013; Darling-Hammond, 2006; Goos, 2005; Nolan, 2006; Sutherland, , L. M., Scanlon, L. A., &Sperring, A., 2005). These problems concern with the effectiveness of field experiences and it was reported in local, national and international journals. For example, mathematics student teachers might not get a chance to observe or apply what they learn from the university in the more conservative or concrete setting of schools (Zeichner&Tabachnick, 1981). Therefore,
I chose Bronfenbrenner’s theory because it is relevant to the topic and provides guidance on how to achieve the ‘subject knowledge and methodology competency’ and ‘organisational competency’ as listed in the TE-TEX course plan. By utilizing this theory, the student teacher attempted to set the young learners in the center of the ecological systems, thus his lesson planning, teaching methods and management techniques were adjusted accordingly based on the situation and the overall learners’ needs. However, I was only capable of giving attention to the students’ first circle, the ‘mesosystem’ due to the fact that he had limited time during the practice period and had restricted authority as a student teacher. Therefore, the best indications showing the student teacher’s efforts to create an engaging and vibrant learning environment can be seen when he was directly involved and taking charge in teaching his own