Likewise, if a student is not interested in the subject being taught, he/she will be less likely to concentrate and learn. It is our job as educators to create interesting environments with stimulating approaches to learning. It has been my experience that the Behaviorism approach of positive reinforcement is a very effective method. If we, as teachers, provide positive reinforcement whenever students perform a desired behavior/task, they soon will learn to perform the behavior/task on their own. Children need to learn on their own in a relaxed environment and be given support when appropriate.
I would also get the look of confusion on the students’ faces. I then would provide some examples and wait for the last answer and still not get it. They I would tell the class the right answer and then get the famous, “Oh right, that one.” Sometimes I would ask the students these questions right after I went over the answers in a lecture, reading, PowerPoint, etc. I want to ensure that the students are paying attention and can recall some information that I believe is important and will be on some sort of summative assessment. However, many times my formative assessment would be a big failure and it would be me talking to a silent classroom.
Although it will take longer then some would like or have the patience for, full inclusion can be done in the classroom, with its benefits outweighing the hard work that it requires. Teachers, parents, and the students all become better communicators when being involved in the process of inclusion into mainstream schooling. Teachers learn that communication can be key, while parents can alert teachers if their child is having a bad day. Due to the fact that the simplest things could affect the student drastically, the idea of open communication between teacher and parents is vital, since the parents will learn these tendencies before anyone else. Communication also works well the other way.
I choose this topic because many people usually prefer to work alone in learning in other word without cooperative learning, and I hope this will help many people out there. As Sheerin cited (1996:56), Because of there are a different people with different ability in one group of learning, They can help each other, and cover each other weakness, so they will easier achieving their goal, yet There are still a problem in cooperative learning, so I will tell you about cooperative learning base on individualism versus cooperative learning, student motivation in learning, and cooperative learning affect student motivation. Cooperative Learning versus Individualism According to Zoltan Donyei, the meaning of cooperative learning is a method of learning that requires cooperation to accomplish their group learning goals, usually the learning in a form of a group with at least two people or more. Zoltan Donrei said that cooperative learning is a learning method based on student interaction in the classroom; it means the teacher will give instruction to the student this will help them to achieve their learning goal. Olsen and Kalgan 1992 have listed five ways to achieve cooperative learning structures.
After this course, there are many elements of teaching that I had not considered before. Similarly, learning was just something you do but there are many factors that influence how we learn, why we continue to pursue learning and elements that may hinder that. This course offered a glimpse of the complexities that are involved with child development and how much educators have to monitor so that children develop at their highest potential. Sometimes teachers have to manage children’s behavior that may be out of their control and become flexible so that they can work productively with their students. It’s a rewarding field that doesn’t receive the credit that it should because the amount of work that is put in is extensive.
Affective variables are variables such as values, self-esteem, and attitude towards learning. Though cognitive variables are necessary for teaching, many forget the importance of affective variables while planning and implementing instruction or curriculum. While teaching content is important to student education and learning, without assessing affective, students will not benefit as much from the content learned. Assessing affective variable in the classroom allows students not only to grow as learners, but as people and citizens, which is equally as important. Intellect is not how one succeeds.
What is called truth must contain its own meaning and is worthwhile to exist. Painful or dangerous truth can be distinguished into two types: one of them is those truth judged by the society which contain bad or passive meanings itself while another kind of truth doesn’t define to be negative but may cause pain or danger when people heard others revealing about it. As for teachers, their responsibility is not only teaching students the basic academic knowledge from books, but also need to pay attention to their mental and psychological development and try to build up a healthy and harmonious environment for students to grow up. However, we cannot avoid danger and difficulties along the way when children growing to maturity. Aiming at finding the best way for children to grow up, many people start to question about the things teachers should teach and doubt whether teachers should reveal some painful truth or not.
Many teaches today teach by putting up a powerpoint with lots of notes and making them copy it. They believe that just by drilling the information at them that they will learn it and be able to apply it. This could work for some students, but by doing this you don’t interact with the students and not to mention that you bore them to death. If teachers would just try to interact more with students they wouldn’t zone out, fall asleep or completely get lost in the learning process. Teachers should try and add fun, interactive and life like activities.
An Informal Reading Inventory is a great tool for teachers to use with their students to assess multiple concepts. One purpose of the IRI is to monitor the growth of a student’s word recognition, oral reading, and comprehension to determine the reading level of independent, instructional, and frustration. The frustration level is when the passage is too hard for the student even with help from the teacher. Instructional reading level is when a student can read the text with the assistance from a teacher, parent, or peer. Independent means that the student can read the passage alone with no outside help.
Another intervention was that I would talk to him about the classroom rules and the importance of obeying those rules, but he would also refuse to listen. At the end of the first six weeks, he was pulled out of my classroom and placed in the resource room. On the other hand, I also had students with special needs that really influenced a learning environment in my classroom. These students with disabilities would participate one hundred percent interchanging ideas with other students and would work collaboratively with no problem. I have experienced that when students with disabilities are placed in a regular classroom, they get to experience interaction with other