Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning
Feedback is a significant element in determination of education quality as well as in effective learning where it portrays the learning outcomes for students and the successes for the tutors. There are many aspects that concern educationists with regards to feedback but the relationship between perspectives of learning as well as teaching and feedback stands as the most important among them. Feedback should be conveyed in different modes in a learning environment but whatever mode chosen creates room for dialogue between the tutor and students. Therefore, it is only through feedback that the student engagement relationship with the feedback as well as the tutors’ perceptions of learning, teaching and assessment that such successes can be established. The Rationale Feedback is closely related to learning and teaching theories making it a significant element in learning despite the theories that may be adapted.
In ensembles and groups, music and art give a student a sense of comradery and greater purpose. When you are part of an art or music ensemble, you are no longer only responsible for yourself and your musical piece, but you are also responsible for the product that is produced by the whole. With the presence of arts in schools, a student is guaranteed to develop positive social skills such as self-confidence, collaboration, and self-esteem. These benefits also apply to students who struggle academically, giving them the ability to use these skills outside the classroom. The instruction of the arts give students positive social behaviors, social compliance, the ability to express emotion, courtesy, tolerance, conflict resolution skills, collaboration, and moral development.
This study could also inform those involved in the teaching of statistics to change students’ perception of statistics and impress upon them the relevance and importance of this discipline in their academic, professional and personal lives in order to motivate them to succeed academically. (Fraser & Killen, 2003, p. 255). Facilitators will also be in a position to improve student learning by emphasizing the positive aspects and decreasing the more unfavourable factors. 5. Method of investigation The methods and techniques to be used to conduct this research follows.
The three personal beliefs I choose are respect others, accountability, and truth. I believe my personal beliefs would benefit students not only in school, but also in everyday life. Respecting others is essential for students in developing relationships with peers and teachers. Students who learn to respect each other and authority will develop into productive citizens. It not only allows them to respect others, but also to respect themselves and to make good choices.
(Woolfolk, 2016, p: 472) for example, in a group work in a classroom the teacher can motivate students by asking them to choose their own projects according to their desires. In this case the students will work hard to accomplish the task in a good way because they are doing something they like. Not always reward and punishments motivate the person to do thing, in Cognitive approach it’s important to seek previous experiences and the amount of information that a person has. That’s drive us to the Social cognitive theory, where important to individuals to expect the value of their goals. On other words if your expectation is high then your motivation is also high.
However, teacher is the person whose main aim is to reveal every single side of inner talent of each student. Teacher can change the life of students, motivate them and inspire. A really good teacher in fact becomes a role model for students. In the most cases, students tend to follow their educator in almost every aspect. The teachers' not indifferent attitude will have an influence on students.
Self motivation beliefs These beliefs centre the student and allow for the completion of the forethought phase. Self-efficiency which in this case is students’ belief about their ability to learn a task (Zimmerman 2002) , is a key element in these beliefs. "Self-efficacy is extremely important for self-regulated learning because it affects the extent to which learners engage and persist at challenging tasks. Higher levels of self-efficacy are related positively to school achievement and self-esteem.” (Schraw et al, 2006) Outcome expectations can be regulated by the teacher for example, if a student can see how a certain task is relatable to how she will use it in the future she is more likely to want to acquire the proposed knowledge. Performance The performance phase is generally seen as two separate disciplines.
2013). Knight K. et. al (2010) argue that not only do students need this supervision, reflective practice groups should be favoured as they give the students more support, not only from their supervisor but also their peers who could be going through the same
In conclusion, motivation and affect should be improved within students in the classroom. In order to be successful, students must be motivated and excited to learn. Since improving motivation and affect is important, there are a set of goals and objectives to improve it. To achieve the outcome of improving motivation and affect, teachers should include activities that are interactive, fun, and include movement. In addition, to assess and evaluate the activities chosen, teachers should see if students look like they want to know more and if they are actively