A pro that many teachers acknowledge is being able to broaden the educational horizons of the young learners and knowing that it has an impact on future generations. Leanne Stover declares that the most rewarding parts of the job are the relationships formed with the students and being able to watch them find their passions and become more inquisitive (Stover). While teaching can be very gratifying, the job is not without its difficulties and challenges. Young students have not fully developed their listening and social skills, so it can be difficult to maintain a calm and successful learning environment. Eric Gill gives further examples stating that some of the biggest challenges of the job include effectually following the bureaucratic rules and guidelines set by the school and trying to teach in a classroom where the students are at all different educational levels (par.61).
This allows a teacher that is willing to use some new approach to keep student engagement high because of the new and different ways they are challenging the student. Keeping students engaged in a classroom learning with technology is a great tool for education and educators to help make learning more fun for students. If you make learning more fun for students, then they will take a greater investment in it and might be able to take the learning into their own hands, which should be the greatest goal in
“Good feedback practice is not only about providing accessible and usable information that helps students improve their learning, but it is also about providing good information to teachers” (Nicol and Macfarlane, 2006, p. 214). Quality assessment and effective feedback have a strong impact in systemizing educational governance. In the same way, it can enable all learners to enhance their learning or leads to increase learning and teachers in their teaching. Some research evidence such as Nicol and Macfarlane –Dick (2006)
Miller (2012) suggests that creating a ‘need to know’ mentality through use of an established pedagogical model is the best discourse for implementing a ‘flipped classroom’ (para. 3-4). Miller (2012) also mention the relevant concerns of technology, and it availability (para. 5). One of the greatest detractors from the ‘flipped classroom’ model is the lack of home computer access for some students (Roehl et al., 2013; Kachka, 2012; Nielsen, 2012; Fulton, 2012), something which needs to be addressed to ensure the efficacy of the ‘flipped classroom’ model.
Students need to have social responsibility because it increases the commitment by school leaders, enthusiasm from teachers and challenging work by volunteers and outside consultants. Having social responsibility can make an enormous difference in the school’s culture. In the article, “A school for peace and Justice”, Elliot Seif explains that in a positive school culture students are more actively involved in resolving conflicts, show more tolerance to diversity, demonstrate greater understanding of social justice issue and more frequently participate in service activities. This shows that social responsibility can have a huge positive impact to students. According to Douglas Reeves, in the article, “The Learning Leader/The Extracurricular Advantage”, he states that “I learned that the school has recently achieved dramatic improvements in student achievements on almost every count”(1).
Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success. It is good to show they are being stretched and challenged and evidence this in their feedback to aid their professional
3.4 Barriers to teachers’ use computers There is no doubt that using ICT in ESL education facilitates students’ learning process and improves teachers teaching the process. A common fact which is analyzed in the articles is the challenges ESL teachers anticipate when integrating technology into their classrooms (Wathudura, 2017). Rabah (2015) identifies teachers’ perceptions of the challenges and benefits of ICT usage in English Quebec School Context. According to this study, the barriers that impaired the ICT use in English are: lack of infrastructures of technological sources that needed huge funds to support the availability of technical sources, insufficient support from the leaders in educational settings, and redesign old schools to accommodate
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.
But at the same time it has become more of a fashion statement to have computers or multimedia in schools, the result being that in spite of its potential to make learning meaningful and liberating, its implementation is often not more than cosmetic. Now it is also often touted as a panacea for shortage of teachers. These are detrimental to the learning of the child. Education needs to orient and sensitize the teacher to distinguish between critically useful and the detrimental use of ICT(NCFTE, 2009). In a way, ICT can be imaginatively drawn upon for professional development and academic support of teachers.
SMART goals are specific, measurable, attainable, realistic, and timely. Have them tell you their goals and give them both positive and negative (if it’s not a SMART goal) feedback like “You’re going to accomplish all your goals, but wouldn’t you want to include the date by when you would want to accomplish it by?” Next, to assess or evaluate each activity, teachers should see if students are engaged and eager to learn more. If students are enjoying the activities, they will participate and want to keep on learning. If students are not engaged in the activity that is intended to improve motivation, try to incorporate something they like and give students choices of what they would like to do. In conclusion, motivation and affect should be improved within students in the classroom.