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Essays on learning styles
Importance of methodology in teaching
An introduction to the different learning styles of different students
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Tutoring has always been a task I have thought of with both alacrity and apprehension. On one hand, I have the desire to help anyone who is struggling with whatever they may be doing, yet especially when it comes to academics. On the other, however, I do need to develop better skills of patience and other methods of reaching an idea to those who may not understand the way it is taught to them. Along with the student’s development of skills in the subject, I too develop my own abilities of tenacity and persistence until one is confident in his abilities on his own. Furthermore, I believe that to become successful at tutoring is to put the needs of the student before oneself, even if they require different methods than the tutor is used to.
Prpic, J. Kaya, and Ainslie E. Ellis. “Influences in the design of a faculty-wide tutor
As the time approached, my attitude toward student-teaching was one of confidence and in some ways overconfidence. I believed that I was equipped with all of the tools necessary to be a superior teacher. Little did I know what truly goes on behind the scenes of a teacher. Between grading papers, attending meetings, and preparing lessons, I would often feel overwhelmed. Still, student teaching would prove to be much more valuable than I anticipated. It would teach me to appreciate the wisdom of mentors and experienced teachers, value or being organized and prepared, and lastly the resilience of students.
In middle school, I felt limited by the lack of opportunity in my community, but I made due with what I had. I took it upon myself to volunteer my extra time to tutor other students who didn’t understand the material as well. Tutoring benefitted me as well, for
My experiences with tutoring others has taught me that it satisfies me to help others understand and learn. As you teach others you learn about the different ways you handle situations and solve issues as well. I’ve always been the person that my classmates come up to for help, but it wasn’t till grade 10 until I officially started tutoring math, mainly Pre-Calculus 12. In grade 11, I continued tutoring, but this time I focused on a single individual, and that brought up challenges of creating a suitable relationship, that becomes the foundation for effective learning. This year, I took on a challenge, my teacher asked me to be a mentor towards a student with learning disabilities who was struggling with school. I
Smith, Morgan. "After Misuse, a Push for Tutoring." New York Times. 20 Oct. 2013: A.25A. SIRS Issues Researcher. Web. 20 Mar. 2014.
During recess, there were a couple of students playing a game called double dutch. Double dutch is when two rope goes the opposite direction. Brianna wanted to play with them but she did not know how to jump with two rope. One of Brianna friends saw how sad she was she began to help her. This was shocking to me because most kids would just look at her and keep it moving. But that was really nice for Brianna friend to teach her how to double dutch. Couple days had past and Brianna had got the hang of it, and now she is able to play with them and not feel left out.
...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009)
For others, the learning proceeds a different way. These students are interested, prepared, and vocal. They come to class not to obtain some elusive 5% of the grade doled out on the basis of attendance but rather to question and to probe. They take what is presented to them and mentally polish and refine it, continually molding it, never satisfied with si...
The pedagogical learner is reliant upon the instructor for all learning. As education has changed modern teaching ideas would suggest that the learner finds their own understanding, not unlike the techniques used in Andragogy. The teacher or instructor accepts full responsibility and is held accountable for the performance and growth of learner. In Andragogy vs. Pedagogy: the Tutoring Difference, Bob Lasiewicz, explains that even though anthological methods are being incorporated in the k-12 classroom “Classroom size, time constraints, curriculum requirements, and overall k-12 structure are more conducive to the pedagogical approach”.
An educator understudy relationship is imperative for learners. Since, they spend around 5 to 7 hours a day with an instructor for just about 10 months. We ask ourselves what is viewed as a decent educator. For the individuals who have experienced tutoring, if lucky had a most loved instructor. A positive relationship between the understudy and the educator is hard to build up, however can be found for both people at either end. The qualities for a positive relationship can change to set a learning knowledge agreeable and welcoming the understudies to learn. An instructor and understudy who have the characteristics of good interchanges, regard in a classroom, and show enthusiasm for educating from
An effective teacher will excite, inspire and motivate students to be active in their learning, investigate new areas of knowledge and make connections to future learning (Whitton et al 2010). When a teacher is successful, their students are motivated, mutually respectful and ready to build on their knowledge and solve real-world problems. To be a teacher of value, one must have many skills and qualities to cater for a diversity of learners and their individual development; this includes many personal traits that are noticed students.
A teacher’s responsibilities are to ensure that every student gets the education that they deserve from a well-structured curriculum and materials. Within the teacher’s responsibilities a strong foundation of instruction has to be implemented, this is why instructional strategies are significant in a teacher’s career. The strategies for instruction vary from teacher to teacher; as a result there are no specific ways to employ strategies within instruction. The main purpose of this essay is to display knowledge of methods that are involved in teaching second language instruction for various ages and levels of students. This essay will also develop from the following components that methods and techniques are important to encourage tactical instructional strategies. These components are comprehensible input, feedback that is on-going, specific and immediate, grouping structures and techniques, building background and vocabulary development along with student engagement.
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
...students are not always lacking fundamental knowledge but rather need carefully designed guidance to boost them to a higher level of thinking (Ryan and Cooper, 2003. P164).
... to interchange ideas and clarify doubts or issues I have. I have to contain myself for doing the most of the speaking in some of the classes, overcome laziness to analyze how well or bad an activity or class turned out and think of better ways to do things when they did not work as I thought they will . To conclude I am aware that the only responsible of my learning is me. “Teacher training or education is something that can be managed by others; Teacher development is something that can be done only by and for oneself” Wallace, 1991.