Would you be surprised to learn that in today’s classroom children sometimes aren’t learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of punishments can actually cause the child to become even more rebellious.
There are many reasons why students lack motivation. They may be uncomfortable in their learning environment. The learning material could be difficult to relate to and therefore seem boring. If a student is disorganized, he or she may not have the motivation to organize materials and refocus. If students have their minds focused on societal issues and affairs, their priorities will not be staying focused in school and attaining success in the classroom.
For example, during a class lecture some students are asking their teacher unnecessary questions to disrupt their classmates just to annoy them, that sometimes leads to personal conflicts. These distractions can lead many students to have difficult time concentrating during class. So, small-sized classes can have less distractions, leading students to concentrate more during
The size of a class does affect learning outcomes by a number of distractions a student may have, the individualized attention of the teacher to student, and the styles of learning that a teacher uses to make sure the student achieves a higher learning outcome. In every class, there are those students that do not want to listen, the ones that want all the attention to themselves or are just causing some type of disorder. Distractions come in many types and forms from talking, moving, doodling, or even throwing a piece of paper to another student. These types of distraction are what make students not want to listen to the teacher and are not able to learn to his or her best ability. When students are engaged in a conversation of their own, the rest of the students tend to listen to that specific conversation and not the subject that is being covered in the classroom.
When placed in a different class because of ability the student my start doubting themselves or start believing they are different or less then others. This always for the students in the upper track to benefit more then the lower and in some cases less qualified teachers are teaching the students who need the most help. Once students are placed in lower ability classes they end up being stuck in them. Teachers need to remember to not be bias against students. Teachers should give verbal and non-verbal warmth and acceptance to all students.
Beginning teachers often end up with the toughest assignments. In the case of Miss Hiller, she was becoming very discouraged because she didn’t seem to know how to motivate her students to learn. She is also bothered of the fact that the students didn’t seem to like her, and that she is having problems disciplining her students. Stansbury and Zimmerman (2000) suggests that to make life less stressful for new teachers like Miss Hiller, the principal may reduce the number of students in a beginning teacher’s classrooms, refrain from assigning them the most challenging students, and minimize their extracurricular and committee assignments. Selecting and training effective support providers.
However if the knowledge gained cannot be used in solving a problem or learner cannot use it in real life situation then then meaningful learning does not take place. As a result grades can not be used as a reliable source for measuring learners achievement. Research findings show that asking question, offering comments and any kind of class participation have beneficial effects and increases students’ critical thinking skills. As Allwrit(1984) that considers classroom interaction as fundamental fact of classroom pedagogy, since every thing and ever... ... middle of paper ... ...taking behavior is influenced by external factors such as their cultural beliefs or practices, their learning situation such as: teachers' attitude, teaching style and other course related factors like class size and classroom activities. 1.3.
They may have a hard time focusing in class, have a lack of parent involvement in their lives, a large disconnect between the teacher and the student or the student with other students due to misunderstandings and differences may be present. These can also impact how students act and behave and their actions and their reactions to certain scenarios and situations. This variable is difficult to find a solution for or really control as a teacher as much of it is completely out of the teacher’s control. One thing that cou... ... middle of paper ... ...oing this can also enrich your student’s lives as they will be learning about their classmates and many different cultures. Another way to get parents involved in the classroom is to have the parents come in and talk about their occupation.
This would be different if the teacher was not trying to help the students and did not give good instruction, but if they did then they should not be at fault. If the student is misbehaving and not paying attention then that student may need more help or have detention to try and make up for the missed work. Also, if the student chooses not to do assignments outside of the classroom that is not the fault of the teacher. There are some mediocre teachers out there, whic... ... middle of paper ... ... show up and put aside everything else that may be going on in their life to try and help their students. This can be difficult sometimes especially if they are going through a hard time in their personal life.
They try to avoid it unless it is urgent. Teachers also make some perception about students for e.g. if a student is not speaking in class some teachers perceive he/she is dull. They don’t want to waste their time on that student. The major cause of perception and communication problem is time management.