One important element is that feedback provides a foundation for positive student and teacher relationships. By providing appropriate feedback, the students understand the teacher is genuinely concerned about them and their education. This component also enhances a student’s self-efficacy and provides an avenue for motivation. Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project.
Research suggests that culturally relevant pedagogy is an effective way to reach students at varying academic and social levels. The teacher is the central role of this pedagogical focus. A teacher chooses the teaching practices that they will implement based on their beliefs and knowledge. Teachers need to feel confident in their abilities to teach content, to integrate their understanding of culture, and to develop students’ social skills in order to encourage learning. Culturally relevant pedagogy requires teachers to create culturally inclusive classrooms, as these need to be established so that students feel safe and comfortable in the classroom.
Generally an incorporation of the practices of teaching respect and caring, and providing a stable and stimulating classroom environment in the school will promote students’ learning. An effective teacher employs these practices jointly, is well-informed of the curriculum content, and is committed to their students learning. The role of teachers is a very fundamental and powerful position because we have a lasting impact on our students. Therefore, it is most imperative to always make judgments grounded upon what is best for my students.
A motivating classroom is perhaps defined as an environment where learning is facilitated by the impact of the teacher's efforts. Attention also has to be given to the need of the students through meaningfulness. Meaningful connections between teachers and their students is also a catalyst for a better learning atmosphere. Meaningful context and applied learning undoubtedly correlate with the lives of students (Walsh, 2003). In order to use creative engagement s... ... middle of paper ... ...1996) indicated that well-motivated language learners realize the progress they are making, hence they are motivated to achieve further effort and success.
For instance, the social powers model plays a significant role in building effective relationships that can promote the success of students and teachers. However, I agree that there needs to be a balance of each social power in order to have a positive effect on students; this is especially true for coercion and manipulation in the classroom. “These two social powers should be combined with a classroom management style that helps students see teachers as problem solvers (expertness) and as having personal characteristics that make the student want to perform well (likability)” (Alderman & Green, 2011, p. 43). As the text suggests, positive interaction among teachers and students is one of the most crucial elements of classroom management because it helps students become more engaged in the learning process, reduces misbehavior and promotes compliance. Thus, it’s critical to utilize the social powers model to build teacher-student communication and enhance relationships with students, for instance, making them feel secure and needed, learning their strengths and weaknesses, and figuring out what motivates them to want to
This refers to a complex combination of hearing, observing, seeing, paying close attention, taking notice, and at the same time understanding what action is required in the situation and making sure that is genuine and empathetic. To develop class cohesion and to build a positive classroom culture requires an authentic ‘learning partnership’. This is enabled by cooperation of the curriculum and focus on planning and programming. A lot depends on the teacher’s abilities in creating the sorts of classroom connections that allow learning conversations between teacher and students and amongst the students themselves. These conversations allow for significant dialogue, which in term helps children make sense of their learning.
A teacher and students need to have a clear understanding of learning goals, how to achieve them and how to tell when they have done so. (Willis, 2004) 5.Assessment Drives Performance All students want to perform well. If students are given feedback during the teaching activity, the desire to improve performance becomes very motivating. If a student becomes responsible for their own learning, they will become more engaged and better self learners. Killen, R. (2005).
Last but not least it is very important for teachers to make their students feel like with instructional and emotional support from their teacher that they will not fail. In the first article “The Journal of Educational Psychology” states that teacher-student interactions are very important and can change a students path in achievement. They suggest that when teacher-student interactions take place in a positive matter whether one on one, small groups, or the whole class, that these teacher-student interactions deliver the students with the correct support needed for their learning potential. Also, these positive interactions then can help set the student up for other positive paths in the classroom. Examples of these interactions are categorized into three realms of support: emotional, organizational, and instructional.
One important aspect to make students’ learning valuable is to focus the planning in setting objectives in terms of desired outcomes (knowledge skills, attitudes, values) that we want our students to develop. By developing clear objectives, students feel that there is a reason for learning. Also, it is important to provide feedback, because it helps students improve their goals’ achievement and solidify their understanding. Teachers need to communicate objectives, in this way students will be able to know what they are doing in class and what they are supposed to learn. Some recommendations for setting objectives in the classroom are: Set learning objectives that are specific but not restrictive: it is important to know the specific standards, benchmarks and supporting learning that students at school are required to learn.
Having this strong connection with my students will help the child’s ambition to learn and come to class which is my goal. Showing my students how much I care about their education will also form a good relationship. I will do this by acknowledging their accomplishments as well as coming up with solutions when they fail. A Student-Student relationship is also important to me in order to have a positive environment in my classroom. I have realized that I have the power as an educator to promote good Student-Student relationships.