On the other hand, there are people who are slow to learn and the only way to acquire high marks will be through cheating. Surprisingly, a few of these students will say they do not know plagiarism is cheating. This will require educators to devise models of curbing this illegal practice. This paper addresses how to curb the problem of plagiarism in schools. How Educators Should Deal With Plagiarism An effective response from these teachers includes having a positive solution that will advise these students how to become better writers, and scholars, while applying a similar tone in the syllabus.
Students brought up in a system of incentives get accustomed working for grades. So yes. It works for many students to motivate work. But if "working" means learning, these external incentives teach the students the wrong thing to aim at, the wrong reason for doing it, and often the wrong way to do it. If we are hoping our students will be life-long learners, why would they continue learn in the grade-less post-graduation world?
This makes it important for the learner to learn a language gradually allowing them to master each word without making major mistakes while using them. This is especially important when considering much language syntax differs from English which making many sentences be forced in the opposite structure. This makes it important 2nd language learners to first take time to learn how to place the words which would then translate to the right meaning. Failing to understand the word and grammar arrangement can lead to major complications and result in the learner having bad experiencing dealing with native speakers which can result in serious complications (Halliday 1970). According to Hallidays approach combining both practical speaking and communication as well as attend theory classes very important towards improving the learners understanding of the language syntax thus allowing them to begin practicing to rearrange working to fit the native way of speaking a 2nd language.
The behaviorist theory has many ideas that I will use in my class, because I believe that children with disabilities do better when the material is modeled, when they are prompted from least to greatest, and when they are reinforced. It is also crucial to understand the thinking behind their behaviors and the meaningful use, which is where the cognitive theory comes in. It is important that reading is developed through meaningful use (Alexander & Fox, 2008). If I cannot meaningfully apply the process of reading to my students’ lives then most likely they will not be motivated to participate in my teaching. It will be harder for them to learn how to read if they are not motivated and cannot meaningfully relate to it.
Mastering a Second Language There is no best way to master a second language in a day but there is an effective way to acquire it. That is the reason why a teacher's role is so important, especially for the second language learners. There are many theories and hypotheses experimented and claimed by many scholars, but among many, there is no doubt that the best learning condition for students is to provide the massive comprehensible input and the low affective filter. However, output can be considered more important for learners to stretch their interlanguage ability. In addition, it stimulates learners to move from semantic processing to syntactic processing, so that they can notice what they do not know.
Although a problem from perception, motivation, or previous experiences may inhibit the learning process, many psychologists agree on a normal learning among species (Kalat 190). A few questions explored in this essay are what will make learning more profitable for children? What makes children want to learn? Education in the school system is seen as one way to develop methods of understanding and basic skills. Schooling is an attempt to learn from others experiences, thus becoming a social learning environment.
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.
Although it may sound like a great idea, it could also be a very bad one. If students were able to grade their teachers it could provide proper and thorough evaluation; help teachers to improve on what they may be lacking, and help parents understand what is going on in the classroom; but at the same time it could prove to be harmful to the student and a good teacher’s career if not implemented correctly. This is why it’s important to recognize the possible positive impacts, the negative impacts, and the current programs that are in place, and their impacts. It is a teacher’s responsibility to properly prepare and educate their students. In some cases this can prove to be difficult for an educator.
Sometimes the teacher’s attitude can affect how a student learns and educators have to be aware of how their attitudes might hinder a student's chances of learning a new language. (Du, 2009, p. 164). Teachers need to be aware of their attitude and how they are portrayed when they are teaching students new things. If a teacher does not seem to be interested in whether the students learn, they are not helping motivate the students. By introducing a diversified teaching method and using positive and humorous language, teachers can “create a harmonious and light atmosphere for learning.” (Du, 2009, p. 164).
Students are required to think similarly by temporarily memorizing information to pass an exam. They are forced to analyze every detail of a piece of writing that may have otherwise been interesting. Students may learn more if teachers adopted John Holt’s approach and let students read for pleasure without the pressure of being tested on the content (Holt 239). Similar to David Brook’s opinion about the benefits of same gender schools (Brooks 263), perhaps schools for individual learning styles would be ideal. This is a difficult area to consider because there is a fine line between embracing individuality and segregation, but it is possible that students would learn best in an environment that best suits their learning