(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes.
Challenging behaviour is a problem that teachers face regularly in their settings. According to Fox, Dunlap, Hemmeter, Joseph and Strain (2003), the best way to solve problem behaviours is by encouraging social and emotional development. Hemmeter, Ostrosky, and Corso (2012) suggest that these skills are important because children who can express their emotions appropriately can also find effective ways to solve problems they encounter socially and are less likely to display challenging behaviours. These skills as essential for school, as they support friendship, emotional literacy, assist with problem-solving, collaboration and anger management. It also helps to recognise others emotions, supports self-regulation.
Differentiation, with respect to instruction, means tailoring it to meet individual needs of the students. Teachers can differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Teachers differentiate the four classroom elements based on student readiness, interest, or learning profile. (Tomlinson 2000). Differentiated instruction can be known as an organizing framework in teaching and learning which calls for a major restructuring in the classroom and syllabus, if done in the proper way, its benefits will transgress the costs.
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 research will discuss the two components of effective classroom management: (1) the rules and procedures, and (2) the teacher-student relationship. The purpose of highlighting these two components is to show to what extent setting effective rules and procedures from the beginning of the school year can facilitate teaching and produce powerful gains in student learning. In addition to the importance of building teacher-student relationship that ensures a positive learning environment in class. Purpose of the study Marzano (2003) stated that effective instructional strategies and good classroom curriculum design are built on the foundation of effective classroom management.
Pantelidis  undertook in-depth review of multiple research papers and she highlighted the reasons to use VR in education and training. It gave an invaluable perspective of the teacher and student as enlisted hereunder. • Promotes constructivist learning. • Can be effective for special needs students. • Teachers became facilitators.
While some experts look to the classroom members as active teachers for the class or all the class is the teacher, Glover et al (2007) supports having a holistic view of the classroom where the teacher is the centre but also seeks to promote the learners’ level of participation through multiple intelligences and opportunities to explore contact with the teacher’s presentation as the focal point and knowledge
These things would include the use of anecdotal records, how to better control certain behaviors in the classroom and school, and getting parents to be better involved in the school program to increase the knowledge and quality of the classroom. The anecdotal records with give me a chance to better understand the child as an individual and know what they do best at and what they need to improve on as well. Controlling certain behaviors will allow me to have better class management and less discipline in the classroom. Lastly, getting the parents involved in the program will allow me to improve the program to benefit other teachers and the children, make appropriate and fun activities for the children to enjoy, and improve my knowledge for the
This study will help examine the implementation and effectiveness of formative assessment and show its significance. Additionally, this study helps shed light on teachers’ understandings, beliefs, knowledge, attitudes and practices relevant to formative assessment. Teachers will get insight on how to assess their students’ performance. They have better conceptualization of formative assessment.
Qualitative data was collected through interviews, focus groups, student work, and a teacher research journal. After analyzing the data, it was revealed that multi-sensory education can lead to student motivation as well as provide an opportunity to use technology and make connections to the outside world. The findings of the study indicated that multi-sensory education can also help teachers to access students' needs and aid in fostering a positive classroom environment. Finally, using a teaching approach that targets the senses promotes the development of a student-centered classroom, and can encourage students, who may have been silent within traditional classroom to emerge and have a voice within the multi-sensory classroom. Teaching through multi-sensory approach has many implications for new teachers, such as this teacher researcher, who are seeking ways to actively and meaningfully engage students within the