It can leave the participant feeling bad with seemingly no way forward. Verbalising and exploring a learners thoughts can assist them gain a positive perspective of their own work and ability and will also help identify problem areas, therefore providing both the teacher and the learner with the ability to develop e.g. asking a learner where they think they did well and where they think they could improve. Some situations in which constructive feedback is required can include; ongoing performance discussions, providing specific performance pointers, following up on teaching discussions, providing correct guidance, providing a learner with consequences of their behaviour. Clues at when constructive feedback is needed can be when a learner asks for your opinion on how they are doing, this can be a 'cry for help' from a learner.
3. Create a threat-free environment. While students do need to understand that there are consequences to their actions, far more motivating for students than threats are positive reinforcements. When teachers create a safe, supportive environment for students, affirming their belief in a student’s abilities rather than laying out the consequences of not doing things, students are much more likely to get and stay motivated to do their work. At the end of the
They must alternate activities to ensure that the student's attention does not wander keeping the students as engaged as possible in the lesson. They must elicit student involvement in the lesson so the students will engage in constructive learning. Whatever the topic it will be better communicated if the teacher is enthusiastic about it than with a dull and dry delivery. The outstanding educator will remain as cheerful and enthusiastic as possible while preserving enough professional demeanor and discipline to keep the lessons on track. They will encourage students to work together in groups when possible to accomplish educational goals and tasks.
Manage failing students so that they may either enhance their performance and capabilities for safe and effective practice or be able to understand their failure and their implications of this for their future. Be accountable for confirming that students have met, or not met, the NMC competencies in practice. As a sign-off mentor confirm that students have met, or not met, the NMC standards of proficiency in practice and are capable of safe and effective practice. 4. Evaluation of learning Contribute to evaluation of student learning and assessment experiences – proposing aspects for change as a result of such evaluation.
As a teacher, one of the main roles is to motivate your learners to develop their ability and aspiration to learn. Some may read about delivering training and facilitating learning , but in reality a teacher does much more than that. A teaching role is not just about teaching your subject or preparing learners for assessment. The focus of a teaching role relates very much to inspiring learners to change and develop their personal, social and professional skills to the best of their ability. In this respect, the ultimate aim is to enable learners to understand how to take responsibility for their own development.
At the same time, students are treated with decency by believing in their capacity to learn. Finally, students are evaluated based on the objectives of the course. These conclusions imply that teachers should be entirely devoted to their professions and fields of study in order to be effective educators. I do not believe that it is possible to teach effectively if one lacks interest and expertise in the subject. This
The learning key for the LP is to give specific, clear instructions, clear expectations and support. The LP wants more than theory. They like concrete examples and a track to run on. The LP may be a little apprehensive in a group learning sessions that require interactive behavior. The discomfort felt can affect knowledge acquisition.
I can develop better studying skills by focusing on one thing at a time and understanding and relating the material I’m reading. This will help me metacognition also because I will be aware of what I know and what I don’t know. In video 2, Dr. Chew explains how what you think about while studying is the most important factor in successful learning. Dr. Chew explains the difference of deep processing and shallow processing. People who use deep processing learn the material whether they intended to or not, whereas people who use shallow processing even if they wanted to learn, they did not learn.
In this sense, academic success and performance will benefit and promote the students, the teachers/educators, and also the educational system. Learning is defined as the acquisition of knowledge through practice and experiences. Just as students differ, so does the way they learn. Some students learn by action or doing, some learn by observing, some learn by studying, while some learn by practice. Honey and Mumford identified these as ‘activists’, ‘reflectors’, ‘theorists’ and ‘pragmatists’.
It is beneficial for both them and me to have them work with some of my students who need extra help, but I feel that they need some opportunities to extend their learning in ways that are more gratifying to them, and perhaps more self-directed. 3. What are the 3 phases of curriculum compacting? The three phases of curriculum compacting are 1) an exploratory pre-assessment to determine the students prior knowledge of the concepts, 2) data analysis by the teacher to identify what the student has mastered and what he or she still needs to learn, then determining how the student will gain that additional