Teachers need to be self-reflective and to think about our own teaching. After each lesson I put the following questions to myself: Was the lesson effective?, What were my strengths and weaknesses?, How could it be improved? What follows are some of my reflections on various important items in my training period from the observations and own experiences carried out in the classrooms: -I have met lots of children in my internships and that is awesome for me. All the classrooms contain pupils with different abilities, different attitudes to English language and different styles of learning. I think that it is positive but also it is more difficult to respond to their different needs and interest.
“The behavior of difficult-to-manage students can be improved through providing interesting lessons on topics of personal relevance that permit active involvement and lead to competencies students consider important” (Charles & Senter, 2005, p. 131). This statement summarizes perfectly the idea that when students are engaged and learning about topics that are meaningful to them, their world opens up and they begin to see a purpose in what they are doing. According to Trevor Muir, a teacher and author of The Epic Classroom, conflict can motivate students and develop a sense of curiosity (T. Muir, personal communication, February 20, 2018). When students are presented with a real world conflict, they become motivated to find a solution. Project-based learning, according to Muir, is the most effective way to motivate students to learn, and solve problems that are present in our world.
In Redl and Wattenberg 's speculations, they incorporate gathering flow, poise, the delight torment guideline, and comprehension reality. Their focal center is that individuals carry on contrastingly in gatherings than they do exclusively. Bunch flow is essential to successful classroom control, and gathering conduct is affected by how understudies see the educator. Managing classroom struggle requires symptomatic considering, and instructors keeps up gathering control through different impact procedures, and joy torment methods include remunerating great conduct and rebuffing awful conduct. Likewise, situational help methods can be vital.
These teachers might attend workshops or seminars to discover new methods of teaching proven to increase student development. The pedagogic tools in teaching strategies aims to provide opportunities for all students to learn, based on their current skill levels. Teachers adjust lesson plans to address learning styles of individual pupils after assessing their home environment, interests, level of ability, and culture. With the use of pedagogical tools in teaching strategies can foster respect for students from different ethnic backgrounds and religions. Teachers might become creative in devising lessons to keep struggling students from falling
This study will inform teachers on how they can incorporate gamified learning in teaching and learning activities thus, helping the students glued to the instruction. Teachers will be able to know the effect of specific game design elements in promoting students’ intrinsic motivation and will be able take full advantage of it in pedagogy. Proper understanding of effect of game design elements will extend teachers’ knowledge in handling students’ motivation by giving importance to the three psychological needs discussed above. One spot-on masterstroke using gamification from a teacher will give intended results in terms of performance of the
Dimensional descriptions in connection with the expectations of teacher’s effectiveness in the field of organizational behavior provide the basis of desirable or undesirable personality characteristics judgment. So pronounced neuroticism, as an undesirable trait for teachers in interactions with students is quite a justified assumption. Teachers with high neuroticism will need a long span of time to improve their social skills and communicative relationships to their students. Moderate extraversion is enviable because of its association with self-confidence, friendliness and positive emotions. A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students.
It addresses the teacher’s concerns and needs on competency leveling-up. It helps to intellectually stimulate the learning and creativity of the SAFWOS teachers in learning science pedagogies. The professional accreditation is a good source of motivation to inspire the teachers to step forward in embracing the change and has an idealized influence on the teachers in being good role models for their learning attitude (Bass, 2008). Jackson (2000) posited that it is not as easy to exercise transformational leadership as for instructional leadership. It will be more difficult to train and cultivate personal capacities in transformational leadership which works through relationship to accomplish goals.
CHAPTER 1 INTRODUCTION 1.0 BACKGROUND Generally, teachers should always find new and interesting teaching strategies to teach in order to attract students’ attention towards lesson. Borich (2014) said that teaching practices in twentieth century has changed due to association with all kinds of concepts and teaching practices. For instance, the concept of effective teaching by effective teachers, numerous teachers’ beliefs and perceptions on teaching, related education and training for teachers have been introduced to make sure teachers are equipped with necessary skills for the betterment of teachers’ teaching performance. Due to high expectation from senior teachers, pre-service teacher will have to create fun yet meaningful lessons to
We seek to eliminate gaps in achievement and attainment among our students that we intentionally identify our student’s interests, strengths and weaknesses. Through this method, we can therefore focus on our weak students regarding their intellectual and learning weaknesses by teaching them further in accordance to their interests to inspire them and overcome their difficulties to achieve instead.In this matter we expect that both our teachers and studentscan come to a more comfortable, meaningful and enjoyable educational learning encounter together. We understand that students have varied intelligence and comprehension that we employ some support staffs in the classroom to assist and helpstudents, who are experiencing difficultiescoping up,to understandthe lesson the teacher is teaching.The team teaching of the teachers and support staffs, ensure students thorough understanding of the lesson of the day and are ready to move to a new
Conclusions Teachers’ teaching styles and students’ learning styles matched at three domains. When teaching styles matched learning styles, the teaching-learning process becomes a home of mutuality of goals, development marked by joy, and success hinted by collaboration. Teachers enjoy teaching and at the same time, students love learning. When the styles do not match, the classroom becomes chaotic, leaving the instructional goals unrealized. This makes the dream of quality education for the Department of Education shaky.