I. Importance of Feedback Feedback should be communicated in language that is understandable for the learner, have a genuine purpose, and be significant for the individual needs of each student. Through feedback, teachers can provide the students with suggestions for development, learning strategies, and corrections for errors. The importance of constructive feedback allows for many positive opportunities. One important element is that feedback provides a foundation for positive student and teacher relationships.
It is important that teachers ensure that the work of each member of the group is significant to the success of the task. Individual accountability refers to the need for each member of the team to receive feedback on his or her own efforts contribute to the achievement of the goal. Cooperative learning permits that students interact in ways that they can enhance and deepen their learning. Students can reflect on the acquired knowledge by talking with and listening to their classmates. It also increases motivation for learning because it encourages responsibility, can improve cognitive and social skills, such as academic engagement, self-esteem, attitudes toward school, and strong kinship with peers.
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.
Although, I use behaviourism I also use learners pa... ... middle of paper ... ...t be a deliberate or by chance and that they play an important part of my teaching and the learning for my learners. As I am now aware of these principles and theories I will use these when I am planning and delivering my learning that would best benefit my learners. My focus would be on individuals within a group setting and focus on providing an inclusive learning experience that is enjoyable and supports the learners in building their motivation, confidence and self-esteem so they can achieve their outcome of successfully completing the course. Works Cited Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd Edition), London: sage Publication Ltd. Atherton, J. S. (2013) Learning and Teaching; Advance Organisers, accessed online on 16 March 2014 from http://www.learningandteaching.info/teaching/advance_organisers.htm
‘Intrinsic motivation increases the effectiveness of learning, and is therefore more desired’ (Fulk, 1994). Lumsden (1994) notes that ‘when students are intrinsically motivated, they tend to use strategies that require more effort and involve processing of information on a deeper level’. Extrinsic motivation is the motivation to pe... ... middle of paper ... ... for values, respect and guidance. The teacher needs to show them the way. It is vital that they learn in a healthy atmosphere surrounded by professional teachers that would be able not only give them the knowledge they require, but lessons in ethics as well.
These dispositions are important because they make the teaching dynamic and engaging. If someone loves their work they are more willing to put effort into making it more comprehensive and fun, enabling more effective learning. Theses dispositions also inference an educators communication and teamwork skills, to build strong positive relationships these dispositions are needed. For example to build an educator-family relationship showing they care and are aware of their child’s needs is vital, or child-educator relationships where the child feeds off the dispositions and energy of the educator. As mentioned previously children learn by observation, so when educators display these dispositions they help promote children 's own development of them.
In this paper, I will explain why knowing yourself and understanding others form the basis for efficient management and effective leadership, and how these concepts can be improved upon. In addition, I would explore how management and leadership complement each other in pragmatic leadership and the great debaters. Firstly, knowing yourself is an ongoing attention to one’s internal states (Goleman, 1997). It is the ability to see how your emotions and perceptions influence your thinking and behaviour. Self-knowledge is the beginning of self-improvement because it helps build confidence and emotional intelligence, which are skills that can be learned and developed overtime.
Formative Assessment will gauge student progress and is vital for achieving learning targets. Summative Assessment will determine how well students have mastered instruction. 4.Clear Outcomes A clear outcome is fundamental for quality assessment. The desired outcomes or learning goals provide the foundation for improving knowledge. 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.
This metacoginive skill involves the use of learning strategies. Students will learn better if they are able to select the correct learning strategies for particular tasks, monitor the use of these strategies, and use more than one learning strategy at a time. Strategies allow the learner make decisions about how they will successfully complete the task they are presented with. The teacher should teach students a variety of learning strategies and when to use them. It is important to explain how to choose which strategy has the best chance for success based on the situation.
I reward students for good behavior and choices, I allow time (when able) for students to have the opportunities to practice skills and provide feedback in order to evaluate their performance and master skills. I thought I was more of a constructivist type teacher in that I try to make learning meaningful, have the students work cooperatively to solve