This means an effective class and raised teaching standard which in-turn improves the overall motivation of the teacher. This results in a positive influence on the productivity of the teacher as well as have positive influence on the overall satisfaction of the teacher. To understand the importance of planning from an intrinsic viewpoint, it is important to consider the real advantages, which could be driving an increased teacher enthusiasm. A fully planned lesson allows the teacher to maintain focus throughout the lesson. As discussed previously, effective lesson planning can have a positive effect on the motivation on a teacher.
Technology self-efficacy has come to play a major role in the preparation and implementation of educators who can successfully use educational technology to enhance learning (ELDaou, 2016)54. Self-efficacy theory has been used in research concerned with instructors’ intentions to use information technology (Player-Koro, 2012)60. Instructors’ self-efficacy beliefs, contribute significantly to the level of their motivation and performance as well (Bandura and Locke, 2003)53. This means that self-efficacy beliefs require more attention in education. ICT Self-efficacy is instructor’s belief or thinking regarding to his or her ability to connect or integrate ICT.
In didactic condition, children reviewed instructional material that exemplified and explained the division operations, after which they received guided and independent practice. Before and after giving instruction children 's division skill, persistency, and self efficacy for solving division problems were checked. Cognitive modeling and didactic instruction increased self-efficacy equally however, modeling led to more gain in division skill and to more accurate perceptions of abilities as these children 's efficacy judgments correspond more closely to their actual performances. Didactic subjects tended to over generalized what they could do. Despite of treatment condition, self-efficacy related positively to persistence and achievement.
The Use of Positive Reinforcement To increase the overall behavior of students, positive reinforcement is a motivating technique to be used in a classroom. Positive reinforcement is a gentle and effective method to implement discipline in the classroom, where students understand the importance of good behavior, and as an outcome students behave well (S, 2016). According to Charlie S (2016), positive reinforcement has been seen to be a more viable procedure than punishment. Actually, it can make children to concentrate on the positives and encouraging them is a valuable approach to guarantee good behavior. Mather and Goldstein (2015) stated that behaviors can retained or changed with appropriate outcome.
Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements. By adopting these several motivational strategies in the classroom will affect the enthusiasm of the students in a positive way, thus promoting and sustaining
158). Additionally, along with the statement that the usage of student self-assessment (having the students analyzing their own learning process) leads to improved achievements in the classroom, it is also suggested that the students’ achievements in school increase with the level of participation (William, 2011). Although there hasn’t yet been fully established exactly how, student self-assessment improves learning (William, 2011). Hence, one might conclude that William argues for a studying environment where learners are activated as observers of their own learning, together with a studying environment where learners are instructed to manage their own learning. As a result, an increase of student self-assessment in school seems to lead to higher achievements by the
Specific assumptions or principles that have direct relevance to instructional design include the following: • The highest level of observational learning is achieved by first organizing and rehearsing the modeled behavior symbolically and then enacting it overtly. Coding modeled behavior into words, labels or images results in better retention than simply observing. • Learning can occur without a change in behavior or learning may not necessarily be shown in the performance of the learner. • Individuals are more likely to adopt a modeled behavior if it results in outcomes they value. • Individuals are more likely to adopt a modeled behavior if the model is similar to the observer and has admired status and the behavior has functional
High impact professional learning is a collaborative group of individuals working to improve practice and more specific to education, to improve student achievement. Servant-leaders understand that in order for individuals to be successful they must develop into their best selves. Once this is in progress only then can individuals share themselves as a resource for others. Fullan (2014) describes the benefits of leaders that invest in “human capital” and acknowledges this as one dimension of the leader’s role within the organization (p.70). He goes on to make clear positive connections between human capital and high impact professional learning.
Secondly, liberal arts education teaches students how to learn faster and more efficient ways by simplifying knowledge and enhancing creativity. Also, it improves the ability to learn, think and see things as a whole. Consequently, it makes students better teachers and will contribute to their happiness. For those reasons whether students like liberal arts education or don't, it is in their best interest to consider studying those
From the perspective of teachers, inclusion is a good idea and will benefit the education of students with disabilities. Inclusive classrooms need to give equal opportunities to students with disabilities as given to general education students with support from both the special and general educator