Although the pupils made errors mainly on subjects-verb agreement, but they do have some basic understanding of it. Some of the errors in the pupils writing were on plural subject that does not agree with singular verb and singular subject that does not agree with plural
My current ability for this managerial skill is “No Op to Show, or do not know” this is a skill I need to learn to develop. Written Communication Respondent 1: 3.33 Respondent 2: 3.00 Respondent 3: 3.00 Self: 2.25 Overall: 3.11 Writing is sometime hard for me. The 2.25 self-assessment score reflects that I had a hard time with writing, communicating whether its email or writing assignment. I am always asking someone to re-read my work to submit them. My current ability for this managerial skill is “Occasionally Show”.
(pg. 35) I totally agree to this statement. This is because if a teacher provides a test which contains unfamiliar question types, then the pupils who are answering the test might be unmotivated in answering the test. For example, if the pupils are used to do multiple-choose questions and suddenly for monthly test, they are given essay writing, then definitely the pupils’ anxiety level will increase and confidence level will decrease. Therefore, teachers should be very alert and pay attention on face validity of tests.
Sadly, my colleagues have often failed to fully execute the four phases well. For students who are weaker learners in Mathematics, the teachers have proclaimed “there is no time to finish the syllabus and they are so weak, how to revise on word problems when they already have difficulty with multiple-choice and short-answer questions”. This group of teachers has misunderstood problem solving as word problems, they have as much anxiety about problem solving as the struggling learners under their charge. I have my share of teaching mixed-ability and low-ability classes before challenging myself to teach “the top class in Mathematics”. I have never seen the need to finish the syllabus and complete revision as hindrances to teaching proper problem solving.
Pupils will have the same set of stimulus and will be drilled until it becomes their habit. When it becomes a habit, it is easy for them to construct a simple sentence. For instance, if I keep drill the ways to construct a simple sentence, the pupils will make it as a habit and when they need to write any essay or writing passage in the future, it will become easier for them to write. Based on this finding, I feel that in order for me to teach my pupils, I must make sure that I drill the pupils in areas they are weak in and hope they show positive improvement. The main idea which has been the foundation for this approach is the pupils’ behaviour or knowledge can be applied through drilling and repetition by using the pictures.
Through the assignments and discussion posts, I found that I have always had a difficult time putting my ideas into words. Because I used to subconsciously format my essays with the same methods of generating my claims, I realize that I had rarely generated unique ideas and writing styles. I reused ideas from past essays, and I did not practice articulating new ideas. Therefore, when I began writing for this course’s challenging prompts, I felt as though I could not communicate as effectively as possible. This weakness embodied itself through my writing, especially since many of the prompts revolved around the subjective topics of our personal identity and language use.
One well-formed sentence was produced by each student. In the three composition samples collected, each of the students committed a similar number of errors. The average production was 88 words, with an average error count of 15. The total number of errors was 46. Errors could be based on linguistic categories of phonology, morphology, syntax, and semantic shortcomings.
In this question we intent to find out whether they are learning English because of obligation or not. %93 of the students stated that they are not agreed. Question ten: I can’t learn foreign language properly because of my family problems. In this question we intent to find out whether problems in family effecting language learning or not. %93 of the students stated that they are not agreed.
Statement of the Problem Writing is defined as an intricate skill including language, feelings, personal experiences, and communication of personal thoughts. In-college writing classes comprising natives and non-native students, and also those who teach freshman composition have always observed signs of frustration and discontent among students who have trouble communicating their thoughts and ideas on paper. Spratt and Leung (2000) also mentioned that writing in foreign language creates stress and tension. Considering the traditional methods of teaching writing, the teachers simply read the compositions and correct the errors. Feedback in the writing class means the correction of students’ language errors.
Students tend to get confused when they see words in math exercises. For instance, students think that they are doing English lessons due to some of the long sentences which is used in mathematics, especially when they are doing word problem exercise. They treated “word problems” as some foreign and poisonous