Creating involves student participation in the development of their assessment tasks: “students have to define the project and focus their efforts on application of ideas to a specific context”. Donating “stresses the value of making a useful contribution while learning”, a feature that motivates learners because they are engaged with and activity they value (Kearsley & Shneiderman
A teacher must identify students with low self – efficacy and mentor them in the right direction. Because until we do so, these children will not enjoy their learning experiences. Children will not initiate tasks unless they are motivated and confident that they have caused the outcomes. As children look for peer models, peer – learning should be emphasized. The study also recommends that teachers and adults around the child do not make judgements on their performances.
“Preventative discipline” involves the development of effective teaching strategies, tactics, organisation and planning by the teacher. Understanding the power of words and what teachers model to the learner Rogers terms “corrective discipline” and lastly, “supportive discipline” is described as creating a positive and enriched learning environment that also includes the student in developing resolutions to discipline issues (Rogers p. 4). However, Rogers asserts, it is the teacher’s philosophical position, both implicit and explicit, that will be
Another quote is " Assessment has several important purposes, including informing how teachers plan learning experiences, identifying areas of learning and development where children may need support or extension, to make valued learning visible, and integrating learning with curriculum and program provision" (Mclachlan). The author is making clear with assessments it is helping everyone because there is a major meaning to having them. It shows the way teachers communicate planned learning experiences to prepare for test. To represent how the teacher prepares the students to learn the components that are going to be on the test. Like stated before, it gives the teacher to see where the students ' strong points are or where their weaknesses are and need to work on that specific topic.
Vygotsky assumes that learner will learn best when actively participating in a learning session with the teacher through doing constructed activities. Vygotsky builds a theory of Zone Proximal Development (ZPD) which is an undercover area of knowledge that a learner can build when teacher able to refine the way of learner perform. In social constructivism, the role of human linguistic abilities enable learner to outdone natural limitation. Vygotsky ZPD will enables the learner to reach a potential development by the guidance and participation or teacher as facilitator and peers. A learner capability of problem-solving and understanding situation will be upgraded above their actual development because constructivist believes the cognitive structures that still in the process of maturing will mature after compromising with the guidance or with the participation with others.
Teachers "You must go beyond and seek to understand the cultural context of each student" (Braley et al., 2016, pp. 259). Success looks different for each student and teachers should realize culture may be reflected in students' actions. Additionally, teachers may be teaching students at various comprehension levels and students with learning disabilities. In these instances, it is essential to learn about where difficulties lie for children and enhancing their learning by meeting them where they are with content they can
In learner-centred learning, students "construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving and so on" (Perumal, 2015). How do learners learn in learner-centred teaching? The term 'learner-centred' depicts that learners are the active agents who determine how learning occurs. They "influence the content, activities, materials, and pace of learning" (Froyd & Simpson, 2000) and thus take responsibility of their own learning. The teacher, who takes the role of facilitator and coach, plays the key role of creating the necessary environment for the students so that they can learn independently.
There are different strategies that can be used by the teachers for effective class management among which the most significant is clearly setting out the format of lessons. This is done with the help of setting objectives and aims, giving regular positive feedback, reviewing the learning outcomes and giving an in depth summary and final exercise to the students. While on the other hand, the teacher can also make use of rubrics for understanding the abilities of students. The teachers can also make use of self-reflection as the strategy for class management because it helps the students in analysing their own learning and development abilities. With the help of this strategy, the teacher would be able to determine the pros and cons of each