This transcript is set a classroom context, and shows some students in the class talking and responding to the teacher’s questions at the start of a History lesson. We see use of both standard and non standard language, and lots of features of spoken language. At the start of the transcript the teacher emphasises the words ‘right everyone, settle down’; this is a discourse marker and is used by the teacher to signal to the class that the lesson is about to start and so to listen. He then pauses before repeating the words ‘settle down’. I think this is where he is talking to different parts of the room to a make sure he has authority over all of the students and to reiterate that he is ready for the lesson to begin.
During the class on reading and the brain we discussed what reading was and the five areas of reading. The brain is not naturally able to read; we must train and practice it to be able to derived meaning from text. Based on this statement alone I can now see how reading and literacy are similar. During the class on comprehension and reading and writing the notes and videos really helped me tie both literacy and reading together. When we watch the videos the teachers were thinking out loud and discussing the little voice in her head that tells her things while she is reading, like “oh I have no idea what I just read” or “hum I wonder who this person is?” or “wow that’s neat!”.
The challenge of student engagement in the learning process and their having access to technology was accomplished by scheduling my classes in the new media library during class periods. The ultimate challenge of increasing the students' cultural knowledge and learning critical thinking skills was achieved by allowing them research time to examine documents and information, and then frame responses based on the results of their findings. Students prepared individual and group reports by framing oral presentations, written presentations and power point presentations. All students were required to present their findings to the class and were coached on how to defend their viewpoints by preparing themselves to address any counter arguments and any evidence stated by a classmate that challenged their information. I ended each class period with a mini-lecture on the value of knowledge based learning and simply forming an opinion
He introduces you to a genial middle-aged man who is described as a fellow volunteer. The experimenter explains that the study will involve one of the volunteers taking on the role of a ‘teacher’ and the other taking on the role of a ‘learner’ .As part of the experiment, the ‘teacher’ will engage the ‘learner’ in a simple memory task. The ‘learner’ and the ‘teacher’ will be in different rooms and will communicate through microphones (see Figure 2.5). The experimenter reveals that the study is designed to investigate the effect of punishment on learning. The ‘teacher’ will be asked to administer an electric shock to the ‘learner’ every time the latter makes an incorrect response on the memory task.
During the discussion, teachers and students described their experience within either of the two courses and if they believed the content were positive or negative. In the ethics course, children come together in a giant circle and discussion relatable situations and topics. The students talk about how one should react in certain issues and whether something is right or wrong. In a clip of the class, the teacher chose a topic: lying. Is it moral or immoral, is it acceptable or unacceptable?
For instance, I would only get motivated and motivation from my classmates when we are having speaking test or other communication-related test. During this period, our affective filter will be low especially for me because we need to get more input from the teacher regarding the information about the test. I will feel more comfortable talking to my other classmates because we need to do preparation. However, it only last for a few days. After that frame of time, my affective filter will go up again when I try to start the communication because there’s a lot of things going through my mind about what they will think about me.
Schema Activation Activities Students who are unfamiliar with reading content based texts are often unwilling to complete reading assignments, and frequently feel at a loss for successfully analyzing and retaining the material they have read (Vacca, 2002). Successful teachers engage students in pre-reading activities which will assist in activating their prior knowledge of a subject before the reading assignment. These pre-reading activities are designed to not only engage a student’s prior knowledge, but build their schema as well. It is vital for teachers to implement pre-reading activities and develop effective relevant lessons which will incorporate the diverse backgrounds and cultures seen in today’s classrooms. Anticipation Guides The following activities are designed to increase the reader’s expectations of what they will encounter in their reading (Vacca, 2002).
When students use technology in a traditional classroom, they have a teacher present to assist them in learning that technology. A student must be able to use his/her computer to send emails, participate in discussion board forums, upload documents and participate in live chat sessions in an online classroom. (Cook) According to Stephen Lieb, adult learners learn best when they are able to perform goal-oriented work in a self-directed manner (Lieb, 1991). He also said that adult learners have to understand or be told “why” they’re learning something so that they’re motivated to learn it. Just learning theory for the fun of it or without a constructive meaning, isn’t very useful to the online learner.
To this day, my learning disability is what sets me apart form the other students in class; whether it be me having accommodations or needing extra help. Though I have this learning disability, it is what motivates me to do better in class. My earliest memory of having difficulties in school was during the beginning of elementary school, when we were learning how to read the days of the week and the months. All of the other students were grasping the concepts that the teacher was covering in class, while I was behind. I kept confusing the days of the week and forgetting there order.
Chapter II Review of Related Literature This chapter provides an overview of previous research on the topic, setting a familiar background of the study to the readers. The review contains succinct articles and studies that help the researcher conceptualize the research objectives and specific questions. Idiosyncrasy: The Result of Conventional Teaching The conventional teaching method is still in effect and has contributed to the poor performance of the learner. The personal style of the teacher in selecting methods, approaches, and strategies affect the students gain because it focuses on the perspective of the teacher, making the lesson more teacher-centered. The personal preference of high school science teachers in delivering the lessons