Allowing students to question everything is better because it allows students to think more on the topic. A student can question on a topic only if he or she is thinking proactively on the topic. Hence, the student is actively involved in the class. In contrast, if a student is not allowed to ask questions then he or she does not tend to think proactively, and hence is not fully involved in the class. Also, questioning allows students to discover new topics which may not have been included in the regular class.
The intensity of such classroom disruptions depends on the teacher’s reaction to them, though dealing with those disturbances may not be as important as the teacher’s accurate classroom management as an essential preventive measure. So the question is: What can teachers expect and how can they effectively handle discipline problems? This paper explores the problem of classroom disruptions and offers a solution for those on the basis of an appropriate example: Paul is frequently entering class late and as soon as he is in there he’s making a show of his delay. During the lesson he is always more interested in his cell phone and texting than in the lesson itself. Also he is used to distract other students by talking to them.
There are several solutions that you can do to avoid all-nighters. Pay attention in class can make a big difference in knowing what to study for. If you listen and pay attention in class, you can hear the information. Hearing it can help you remember some information, not all of it. If you know something that you learned while listening in class that gives you one less thing to study for.
• How might factors such as diversity, attitude, learning, and work styles affect collaboration? I think that diversity does not really affect collaboration unless people are just immature. Just because someone is different then you should not affect what work does and does not get done. On the other hand I do think that attitude, learning, and work styles could affect collaboration because if anyone has a bad attitude in the group they will most likely not listen to anyone’s ideas and be negative all day. I also think that a person learning ties into their work styles because someone can be taught a different way and that is the way that they work and one person might be upset about that.
Assessment in Kindergarten Teachers are one of the first people students go through for knowledge. As a kindergarten teacher you want to make your students understand what they are doing, to do so, teachers need to assess for understanding. Teachers test students in a variety of ways. As a kindergarten teacher you want to assess students by making observations of what you see and also by saving paper works such as a portfolio to keep track of how they are progressing. There are three different methods used to assess student knowledge: diagnostic, formative, and summative.
Family system theory it explains why family act the way that they do in different situations. This theory is typically used in family counseling and therapy; much can be learned from examining it in the context of early childhood settings. Family systems theory has been used in trying to understand problems of students in school settings (Sawatzky, Eckert, & Ryan 1993; Widerman & Widerman 1995; Kraus 1998; Van Velsor & Cox 2000). The need to understand early childhood setting is indicates by professional organization so they can prepare early childhood and elementary professional. The concept of family theory is to help each member of the family by influencing and encouraging each other.
This is good as it will help the student to see how it is working as a team member. For example, if a student is on their first day and none of the staff talk to the student then they are going to feel uncomfortable in the room and they would feel that they aren’t wanted their, but if the staff introduces themselves this would make the student feel welcome and comfortable to be their and they would form a working relationship. A good working relationship is important in any setting as it helps the student to see how the setting has bonded together as a team and how well it helps when the staff works together with the children. For example, if one of the staff members is doing an activity with some of the
In a mature student, self-denial is the ability to make sacrifices so that he is able to work efficiently. Students who know their priorities are the ones who get their work done first and then decide what to do in their own free time. A student who prefers watching TV instead of doing homework is not a student. That student is a procrastinator, and the work that the student does is usually not acceptable. If a student does not understand something up to the point where their struggles are hurting their academics, then he should use his spare time to go over the subject matter to make sure that he understands it.
The results of these assessments are used to plan the support needed for individuals. This is essential for you as a tutor as you can plan future learning and assessment, and make sure you are not disadvantaging learners by placing them on courses that they are not able to achieve. Computerised Initial Assessments can provide mixed results, although it is explained that it is not a test, some students are obviously intimidated and find the whole process quite daunting. I have noticed this particularly in more mature learners as it is often assumed that people are now IT literate, and this might not be the case. Some student’s do not taking the process seriously, this is usually when they are with their peers and unfortunately this can skew the results.
Sociology 101 29 August 2010 Students do not always respond to questions asked by a professor due to many different factors. A student may have studied, have all A’s in the class and still not want to speak up, knowing that they have the answer because it may be embarrassing to them to answer aloud in class, not want to be the only one who may know the answer, or for personal reasons. At the same time excuses cannot be made for any one person. The way to find out would be to do as we read and instead of determining “why”, as a whole class, lessen the broadness and bring it to the “micro-theory”. One must find out why one individual at a time to determine this answer to why nobody will speak up in class when asked a question, when they know the answer.