Having these consistent reward systems are crucial to obtain and continue desired, positive behaviors. The approach of using reward system to elicit desired behaviors of students is also useful in establishing and maintaining classroom management (Jacobsen, 2003). The teacher has control and students are raw material to be shaped. Teachers arrange reinforcements so that students come to behave as teachers want them to0. Since the rewards are important to the learner in some way, students are more apt to work towards a goal otherwise unimportant.
In this study, the researchers mentioned that ICT has a profound impact in classrooms as organisational a change is needed in order to change how the students interact in the class as to form a collaborative and interactive learning process. This is also agreed as mentioned in one of the research that the collaborative use of technology is usually more effective than individual use (Higgins, Xiao, Katsipataki, 2012). Moreover, the study also identified that whether or not the technology is used can make the difference, but it is actually on how well the technology is used to support teaching and learning process. Indeed, technology is best used as a supplement to normal teaching rather than as a replacement for
As part of my philosophy on education, I believe the use of technology in the classroom is very important, especially in today’s society. Using technology in the classroom allows more interaction between teachers and students, and students and students. The use of technology in the classroom makes students more excited to learn, enables students to learn at their own pace, and prepares students for the future. I believe that with the use of technology in the classroom, students are exposed to a different style of teaching and learning rather than being lectured to. Also, teachers have the opportunity to be more creative with their lesson planning and instruction, which will then lead to students excelling
It is very necessary on the part of the teacher to perform effectively in order to bring out the desired outcomes of the learners and this requires effective and appropriate use of teaching skills in classroom. Teachers are asked not only to present information, but to help students grow in creativity, curiosity, social adjustment, problem solving, and responsibility; teachers are also asked to help students develop a good attitude toward classmates and their school. The accomplishment of these goals has a greater chance if teachers use effective teaching competencies. In the fast changing world of the early 21st century, secondary education is also changing; the role of teachers will also change. New social challenges and demands towards education and teachers, change schools into institutions with modern aims and social contracts.
The elements of this component are quality of questions/ prompts, discussion techniques and student participation. Effective questioning techniques are associated with the types of the questions. Instead of just asking closed-questions, the teachers should vary the types of questions by asking open-ended questions to encourage the critical thinking of the students. As mentioned by Danielson (2014: 59), “Class discussion are animated, engaging all the students in important issues and promoting the use of precise language to deepen language and extend their understanding.” Hence, an effective classroom interaction is not necessarily evolved high cognitive level of lesson content, but the engagement and participation of the students is important to make sure the learning and teaching process is
Therefore, teachers must create an ideal classroom environment that is encouraging to learning. Also, teachers should be trained to support expanded role for class interaction to make effective. Teachers should consider various strategies that can capitalize on student engagement and success in the classroom. As instructors, we can create an ideal classroom environment that is favorable to learning. Learning is intrinsically hard-work; it is pushing the brain to its limits, and it can only possible with the help of motivation.
Teaching and Teacher Education In order to examine the student-teachers believe about the nature of knowledge which also knows as the epistemological beliefs .In the present literature, there has been an development of the framework of epistemological beliefs to include beliefs about the nature of knowledge and knowledge acquisition. Educators and researchers often argue that teachers’ beliefs and value systems will shape their conceptions and practical theories in classroom teaching, eventually influencing their instructional strategies and performance in the classroom. When applied to the teacher education context, student-teachers’ beliefs are one of the variables affecting student teachers’ classroom practices at the behaviour level. The extent to which initial teacher education programs can impact on student teachers’ beliefs and hence their classroom practices is a concern in teacher education. The preparation of prospective teachers to engage in effective classroom practices is critical to the quality of school education.
This is an important factor in identifying the intention of teachers to use CT in the classroom as well. I am exploring the teachers’ perspective of using CT with the survey found in Appendix 2. There is a positive relationship between a teacher's CT self-efficacy and CT integration in the classroom. Students’ knowledge of CT can question teachers’ knowledge because students may be frequently using technology. Therefore, teachers’ roles and students’ roles can become interchanged and some teachers may be worried about losing control in the classroom (Pourhosein,
These differences come in many forms. One of the most prominent proofs is education, where they can express their selves comfortably and easily by means of performing and learning in school as a student through the help of technology. Learning is essential for them to become a well – being who acquires knowledge to stand up as an erudite individual and
This means that the proliferation of the computerization program creates a myriad of challenges for those charged with the implementation and delivery of the program. Starr (2017) discussed that the principals can optimize technology use in the schools. To be in the most effective way as knowledgeable users, the principals can promote technology use through themselves and in that they play a big role. In addition to the involvement, pupils need to understand computers and not just how to use them (Murray, 2012). Teachers introduce computer studies at the school but they should also prepare young people for the jobs and careers that they might go on to in the future.