Quality of Writing - Written work shows superior graduate quality in verbal expression, attention to detail, and correct application of the conventions of the English language. In students’ written work, paragraphing is appropriate with clear thesis statements and supporting details. Sentences are clear and concise. Students vary sentence structure making use of subordinate clauses. Transitional words and phrases are used effectively.
Instead, try some changes to your diet to include some of these stress-reducing foods. Stress-Reducing Foods Foods rich in vitamin B. These include oatmeal, lentils, chickpeas, quinoa, brown rice and other whole grains. Foods high in vitamin B have a calming effect on the body, helping to melt away feelings of stress and anxiety and enhance your mood. Foods rich in vitamin C. Citrus fruits, red peppers, spinach
Based on what level they are on, then move them into a group of children that are at the same level. Then, as a teacher, build upon their knowledge at their level and pace. The guide the students into learning new words on their own, this could be done by reading and practicing writing. Alternative #3: Embedded Phonics Instruction, on pages 235 and 236, is a literature-based instruction. Students learn new words based on
Always practice good grammar, punctuation, and composition. This shows that you’ve taken the time to craft your response and that you respect your classmates' work. 6. Keep in mind that threaded discussions are meant to be constructive exchanges. 7.
They helped one another study and made them feel comfortable. Mike Rose did a survey of these students and they said, “This room is something positive” (46). All along, the authority of safety and respect created a healthy environment that helped students feel secure and comfortable to study. Second, democratic classrooms contributed an authority of expectation and responsibility. Teachers
6. Engaging your learners and making each class session interesting. 7. Using Ice Breakers to encourage your learners to get to know each other. 8.
Her motor and problem solving skills are progressing very well. She listens and processes what is said to her very well, and gets along with other children and adults, once she warms up to them.
Including a basket of items, which engage the five senses, can be handled and are catalyst for discussion might be considered. Providing large font posters of common expressions and quotes, which are familiar to students, could be helpful. Symbols, metaphors and similes in literature, would be good for small group discussion could be circulated. In small groups, students can write together sentences using similes and metaphors for each sentence, which the teacher offers topics. Allowing students to work in groups with magnetic words that are good words for similes and metaphors that students can choose from to help them in sentence assembly and improvement could be fun and educational.
It is rhythm and flow of the language, and how words sound to the ear and look to the eyes. The real test is to read aloud…how does it sound? The use of cadences, along with rhyme and movement make the piece. | Mechanical correctness, including usage, grammar and spelling are important. Paragraphs, the use of proper punctuation, capitals, and spelling are flawless.
However, studentsʼ motivation and attitudes toward L2 study were relatively positive and stable during the course. The findings provided some evidence that motivated students studied regularly and productively to take every opportunity to perfect their language skills. It was also found that each teacher idiosyncratically implemented the LOL course, thereby creating a unique class culture and affecting studentsʼ motivation and attitudes toward studying the L2 in the LOL context. The findings reinforced the importance of studentsʼ motivation and attitudes in L2 study and, equally important, the continuing critical role of the teacher in technology-enhanced teaching. KEYWORDS Motivation, Attitudes, Online Course, Second Language, Teacherʼs Role INTRODUCTION A studentʼs attitude and motivation has frequently been reported to be the most critical factor for success within computer-assisted language learning (CALL) environments (Brandl, 2002; Desmarais, 2002;