• Allows teachers to focus on learning instead of discipline. • This takes away from teaching time because you are preparing rules and procedures. Kagan, Kyle, and Scott's "Win-Win Discipline" • It helps bring out the potential of the students even through disciplining them. • It is very clear for expectations that are passed to the students. • It stresses the importance of using the classroom to help the students overcome negative attitudes.
Teachers have all different types of students in their classroom, and they want all of them to succeed. They must remember that not all students learn in the same way. With that being said, I believe teachers need to be creative in their lesson plans so they are not always using the same strategies while teaching. One student may be a bookworm and only learn through reading. Another student may not learn material well without having a hands on activity.
“The disconnect between text and reader is especially noticeable in content areas where readers must interact with highly specialized and technical language” (Vacca & Vacca, 2008, p. 348). For students to find success in a content area classroom, educators need to engage students in reading with the use of instructional strategies (Vacca & Vacca, 2008). Strategies used in content area classrooms vary with purpose. “What a teacher does before reading, during reading, and after reading (B-D-A) is crucial to active and purposeful reading” (Vacca & Vacca, 2008, p. 346). Before reading activities help students get ready to read by motivating the readers, activating prior knowledge, and introducing key vocabulary.
Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me. Roles, responsibilities and boundaries The simple way of describing my role as a teacher would be to say that I am there to ensure my learners get their qualifications (Wilson 2008:4), but the Lifelong Learning Sector covers more than just formal qualifications; many people just want to learn for the enjoyment of doing so, or an employer may have set up an internal training course without a nationally recognised qualification at the end. Learners could be aged 14 upwards and have many different learning goals. As a teacher I will do more than just deliver the lesson. I will have had to design the lesson and plan its delivery so that it holds everyone’s interest.
It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
It is applicable to all areas of life, operating at all levels of human society (Parssarelli & Kolb, 2012). According to Wurdinger and Carlson (2010), ELT seeks to address the negative effects of teacher-centred education in which students disengage with the process of passive learning. They conclude that students become bored with listening to teachers, and are most engaging in their learning when active participation and expression of ideas is encouraged. ELT aims to facilitate students with the capabilities to deal with flexible life situations, rather than sole focus on learning academic knowledge. It is the author’s intention to firstly explain this
If you know something that you learned while listening in class that gives you one less thing to study for. You already know the information to it because you were listening. Write down everything the teacher writes down. Take notes as she tells you to. If the teacher doesn’t require you to take notes, still take notes for your advantage.
Because of these problems, a child’s comprehension will diminish on a consistent basis because they will be concentrating solely on pronouncing the words rather than understanding what the words mean and how they connect to a story or passage. Instruction is crucial when it comes to the elements of reading fluency: accurate word identification, rate, and prosody; also, exceptional teachers will become quickly aware of each child’s needs in his/her classroom and will plan accordingly to provide proper instruction for these students. To begin, the most important reason why reading fluency must be constantly taught and assessed is because of its strong correlation to reading comprehension; according to this article, “poor automaticity in word reading or slow, laborious movement through the text taxes the reader’s capacity to construct an ongoing interpretation of the text”(703). They also state that without accurate word identification and poor prosody, a child may change the author’s intended meaning by substituting or misreading a word, or perhaps changing or omitting the author’s intended punctuation for
This does not take away from instructional time. I have less interruptions and students’ do better work, as a result. During math classes, my biggest motivator is seeing students doing their best work and possessing the capability to explain the steps to their answers. Encouragement and giving the students examples of when I have felt like giving up, helps them. The students and I compare what they did not understand before with what they understand now.
It is a strong responsibility for the teacher to assess the learner at improving this skill while learning, as it is natural that mistakes lead us to develop our language ability gradually; That is why, We as teachers should be very careful when correcting, as it could be very dispiriting to get a piece of written work back covered with marks everywhere which can create a visual impact that discourages anyone. In the following pages you will find a piece of work of two students of different levels and the way I made the necessary corrections and recommendations to learners. II. Basic Learner a) Task Profile During the last couple of weeks, we have been practicing the correct identification / capitalization of nouns –Common and Proper- along with prepositions with the objective of using them to describe things correctly while writing. The task I asked the learners was to write a simple composition describing themselves by writing simple things like their age, their likes and dislikes as well as their personal interests; This sample was chosen from that activity done during the class.