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Review of literature on self efficacy of teachers
Inclusive teaching and learning
Using inclusive teaching
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Chap 5: Engage for Motivation and Effort
Taking the time to understand the unwanted behaviors students exhibit by understanding the student themselves. There are no unmotivated students only students in unmotivated states. Unwanted behaviors come from unmotivated states.
Strategies:
Topic, partner, and process choices in learning
Transfer ownership of learning to the students by allowing the to help create rubrics.
Allow students to write the classroom rules and hold each other to them
Give up some control in the classroom and assign classroom jobs (see chap 8 for more on jobs)
Reduce risk in student learning. When students feel the risk in putting themselves out there they are much less likely to be motivated. Don’t used sarcasm, or humiliate students in front of classmates. Creating trust
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Demonstrate positive language, raising hands, etc.
Don’t single out student who use a nonstandard dialect. Discuss how each person speaks in their own “beat”, and model “beat” that will help them succeed.
Ask inclusive questions. For example: Do ask: “Who would like to visit other countries some day?” Don't ask: Who has traveled outside the country?” The first question involves everyone, the second questions creates a divide between those who have (can) and those who can’t afford to.
Build a learners mindset. Students often believe they are stuck at their current level of performance, and that expectation plays a large part as a predictor of future outcome. Spent time building student attitude toward growth and learning, focus on the effort necessary to make change, and the capacity for growth. Let them know that they are in control over some to these factors.
Strategies:
Affirm student’s abilities, affirm trust in you as the teacher, affirm their effort, choice, and attitude.
Avoid planting negative statements, such as “I know your tired, but”, these type of statements give students and out on effort and
The students must trust that the teacher has their best interest at heart. This trust will help build a positive relationship between student and teacher. This is important for giving the students a sense of purpose, as they will then be more motivated to succeed. This allows them to be more active in class activities and engage in discussion. Not only is trust important between teacher and student, but also between students. A student should not fear ridicule when providing their opinion or an answer. This is a teacher’s responsibility to establish a sense of community by allowing students to get to know each other and develop positive relationships throughout the entire classroom. Students must be made aware that it’s our differences that make us unique, but it’s our similarities that make us human. The classroom should be a place of acceptance, where every student’s well-being is
These students come in with a fixed mindset in what it will be a class about just reading and writing on boring topics and that they will neither understand the readings or develop a well-written paper. Yet, there are those that see it as a way of being introduced to new material and hearing the different point of views from peers and instructor. What can harness the development of a growth mindset in a class? Well for starters we can start Dweck recommends taking careful consideration of the words given to the students (p.4). Dweck also says to not to praise their intelligence but the effort of the student. For instance, by replacing the word “fail” to “learn” it can have two different outcomes. It can be used in a term as if falling short on a goal; it is not that they “fail” but they “learn” from what kept them from reaching that goal. It would also be beneficial for students to reflect on the task on hand and verbally express their own
What students need is encouragement and an environment where they can grow. If continuously told that they are incorrect they will feel ostracized, and will be afraid to take the steps necessary to improve themselves in reading and writing in standard English. Rather than making students ashamed of their language, we should seek to teach a transition from that language into Standard English.
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
There are many roads to be successful in learning, but they all involve developing mindset. Developing the right mindset is a key success for most learning. Carol S.Dweck, the author of " brainology", indentified two diffent mindsets : fixed mindsets and grow mindsets. These impact student 's learning differently. From my point of view, having a growth mindset is the best for success since this belief assists students learn and develop a good self-motivation in goals, efforts, and setbacks.
Classroom Management is a significant element in any educational setting. Students should be in a safe environment, then learning can take place. This doesn’t necessarily mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn (Dodge 2002).
The class was filled with loud, inattentive children. When the school-children became disruptive, the teacher would just continue to teach like nothing happened; she mentioned to me on the side that, “It is their loss if they are not paying attention to the lesson…I am not going to stop the lesson just because of two or three of the children.” Those scholars are an interruption to the other students who are actually paying attention and trying to learn; Ms. Stone could have sent them to the hall for distractions. If the school-children were verbally being preoccupied, they were technologically sidetracked. Some pupils were playing games on their iPads, and diverting the attention from some of the other students. The grades were so bad that Ms. Stone had to throw away the quizzes and prompt the class for “pop quiz” with the same material on it for the next day. My anticipation for the class lessons were also incorrect; homework was submitted online, course notes were given and completed to the pupils via the teacher, and the assignment was online to complete and submit online. The learners accessed the homework AND the required textbook online with the iPad the school provided. Only a handful of the scholars were accepting the mathematical challenge in that classroom, and those scholars were the sophomores of the
... behaviors. It is important not focus on the past so I will encourage the student to bring their homework with them in the future. I will instead focus on the positive goals that I have set with the student. This will encourage future positive behavior.
Rita Pierson's TED Talk, "Every Kid Needs a Champion" spoke to me. The three takeaways I received from her Talk was to always provide positive feedback, build your students self-esteem, and be a champion for your students.
Some teachers may not leave set work for the students to complete, which means the casual teacher will need to provide the students with highly engaging and interesting learning activities to minimise disruptions in the classroom and to help obtain appropriate behaviours.
I feel that these students have the potential and ability to gain the knowledge and to make a valuable impact on today’s society. It will be my job, as a teacher; to make sure that the correct technique is being demonstrated to ensure that these students reach their full potential. The main goal to any teaching technique is to give confidence to that student that he/she can do anything. There is no obstacl...
To begin, we need to understand the nature of students. The nature of students varies between individuals. The majority of students are well-behaved and come to school ready to learn. Part of this is due to the way they have been raised, but most students are basically good. There is a small percent of students whose nature, it seems, is to make everyone miserable. I do not know if this is because of a difficult childhood at home or because the student just likes to be the center of attention. Either way, there are always students that will give their teachers a hard time. I guess this is their nature. Every individual is different, therefore, the nature of the students I will teach some day will be different depending on their background and other various things that may happen to them as they grow up. For example, a student that has lost a sibling due to an illness or accident, may become very bitter throughout life. The nature of this student’s behavior which is being shaped by this may make this student a cold-hearted and mean student. These are the students that teachers need to spend extra time with and try to make them feel loved, no matter how hard this may be. I, as a future teacher, need to look at students and try to help them out no matter how difficult that may be.
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
Learning a language is an exploitation of the capacities of the mind to make sense of the environment. The private process takes place in the public contexts of the classroom. This internal process of language learning takes place as a result of the external interaction between the two participants- the teacher and the learner and the internal interaction between the learner's cognition and learning material. Interaction is a process in which the people or things have a reciprocal effect upon each other through their actions. Interaction may be between the teacher and the student, student and the student, teacher and the group and the student's schema or previous knowledge related to content and the new learning material. Effective classroom interaction leads to effective learning. Whatever pedagogic approach is taken it is the interaction in the classroom that mediates between teaching and learning. The teacher must engage in the sort of interaction, which will enable communication to take place and learning to occur. Flanders (1970) is of the opinion that "skills of interaction must be developed for developing one's own teaching behaviour and to improve the learning of the learner". Thomas (1987) suggests, "The factors, which enter into interaction, should be subjected to careful and critical examination and their implications for pedagogic practice explored in the context of actual classrooms".
students must come to school and to class on time and not to eat during the lesson. also to listen to the