Unstructured interviews allow the interviewer to build rapport with the pupils, unlike questionnaires where there is no chance to build rapport because the researcher has limited contact with the pupils. This will help the interviewer to gain more valid results when interviewing children from different subcultures. This is because the pupils will be more likely to give truthful answers when they trust the interviewer. This is especially important when interviewing pupils from anti-school subcultures, as they usually come from working class backgrounds and may be less willing to speak to the interviewer. This was shown in William Labov’s study of the language of black American pupils.
The objective of the reading program was to meet my individual needs and to adequately prepare me for achievement in my regular classroom. I had weak word attack and phonic skills when I started the program. I also had a sight vocabulary. My teacher wrote on my progress report that I can only benefit from instruction if I put effort into the task and that I had a short attention span. By the end of the program I was at the grade level I was supposed to be
Helping Intermediate Students Revise and Clarify Relative Clauses Introduction According to Parrott (2010: 406) Native English-speaking teachers have the tendency to underestimate the level of difficulty learners experience with comprehending relative clauses. At the intermediate level, students have been introduced to them, but Parrott (2010), however, goes on to say that many course books do not address the difference between defining and non-defining relative clauses in depth until late intermediate or advanced levels. As this paper will focus on teaching relative clauses to intermediate students, I will assume students have been introduced to relative clauses in lower levels, but in need of revision and clarification of defining and non-defining relative clauses. I have chosen to focus on defining and non-defining relative clauses for intermediate students as, in my experience, they have the ability to effectively add complexity to their speech and writing but require clarification of the correct usages and production of relative clauses to do so. This essay analyses the differing forms, meanings, and pronunciation of defining and non-defining relative clauses.
INTRODUCTION This assignment focuses on the implementation of Assessment for Learning into a small inner city primary school. To guarantee anonymity the names of the school and the teachers involved are pseudonyms. The timescales for the implementation of Assessment for Learning into school were not favourable to the timescales for this assignment; see The Assessment for Learning Action Plan - appendix 4 and The School Improvement Plan (SIP) and appendix 3. Therefore it was necessary to base part of this assignment on a pilot carried out by the Assessment Co-ordinator. When Ofsted inspected the school in January 2006 the following recommendations were made.
For instance, One of my classes is exact a small discussion class. In that class I feel that I seem not to acquire anything at all in the class. On the first day of this class, the instructor just said that all we had to do is talk as much as possible. Students just made groups by themselves and chatted until they did not know what to say. Although, the class seemed quite easy but we felt bored later on.
Another thing I had problems with was time management, I would procrastinate a lot or complain about how I do not have time to study, or get my work done. This semester, after attending a time management class I realized I had 40 hours a week of free time, and I used that time poorly, having fun or being lazy.They then told me how I should be managing my time and trying to get all of my work done before playing, and since I was poor at managing time it showed in my work and performance that I done things the 11th hour. My study habits, were very poor. I used to believe that I did not need to go to class or stay the whole class period, I also barely read the textbook at all, and since I had poor time management skills I procrastinated and waited until the very last minute to study. This resulted in poor grades, and more stress and agony.
This will help us to be stronger and better. So, I think this is the best way to improve ourselves and myself especially. -152 I think study hard is the thing that I didn’t able to do in the past. When I was a child, I am lazy and weak. I didn’t go to school early or worse, I didn’t go to school.
A day without media Nowadays, living without technology is impossible. The ICMPA research paper about "A Day Without Media" shows that how much is media important for some students. Also these research indicate that a day without media has its own positive and negative effects to each student. One of the positive effects for some students was focusing more in class and homework which improve their grades . These students mentioned that because they did not have access to internet, they have more time to study.
The facilitator in the training did not involve any learners. He did most of the talking in the training which made it boring and which caused me to daydream and wonder about things that were irrelevant to the training. The facilitator did not communicate clearly to the learners during the training which was evident by the facilitator’s frequent moves from topic to topic without finishing the first one. The facilitator’s main reason for the training was to teach us about the assessments that I would be using with the way to input data, however, once the training was over, I still had questions that I had when I started the training. I understood that this training was too provide me with needed information but the facilitator just talked and did not involve me or others, which made me believe that the training was a negative learning experience.
“If you spend most your time studying grammar, your English is not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!” Most learners, too, acknowledge the importance of vocabulary acquisition. Here are some statements made by learners, in answer the question How would you like to improve your English? • Oral is my weakness and I can’t speak a fluently sentence in English.