Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Classroom factors that affect motivation
Motivation importance in classroom
Gender issues in school
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Classroom factors that affect motivation
Since the early 1200’s when the first university opened its doors in Italy, the trend manifested its way towards the United States with Harvard University in the 1600’s. Even though the basic classroom consisted of some desks, a teacher front and center, and little ones eager for recess and masters of eye avoiding, it has evolved heavily with great detail. “Changing the physical structure of a classroom is one way to alter the environment of a classroom…support the interactive environment of group work, which allows students to control their own learning and presents them with direct feedback in the learning process.” ( Mary Ann Polityka.) Classrooms of higher education serve now as room of learning and focus. It may not seem like the basic settings of education and the individuals within effect how students learn, but it greatly impacts each and every one of them.
Whether it’s an all-male, female, or both sex universities, all schools make it as comfortable as possible for both the classmates and teachers. Every school of higher education includes both female and male professors, young and old. From a cover story over female and male university professors, “…female professors would have to adopt masculine sex-typed styles of interaction in order to be viewed as legitimate holders of authority in spite of their lesser female status.” (Laurel Richardson.) During the civil rights movement, all women were fighting for their rights, to be equal in the eyes of their father, husband, brother. Even if all men are equal, women still have to show that they have the capacity of their fellow male professors. Also, concluding that “…male professors, although they hold a position which is consistent with their status as males, ...
... middle of paper ...
...rs And. "Classroom Structures And Student Motivation: A Study Of The Delta Project." (1993): ERIC. Web. 11 Apr. 2014.
4. Segal, Carmit. "Classroom Behavior." Journal Of Human Resources 43.4 (2008): 783-814. ERIC. Web. 11 Apr. 2014.
5. Villar Angulo, Luis Miguel. "Evaluating Psychosocial Classroom Environments." (1987): ERIC. Web. 11 Apr. 2014.
6. Bembenutty, Hefer. "A Latent Class Analysis Of Teacher Candidates' Goal Orientation, Perception Of Classroom Structure, Motivation, And Self-Regulation." Online Submission (2010): ERIC. Web. 11 Apr. 2014.
7. Polityka, Mary A. "The Effects of Classroom Structure on Student Learning in Introductory Physics." PDF. Department of Physics University of California, San Diego, 15 June 2001. Web. 7 Apr. 2014.
8. Nathan, Rebekah. My Freshman Year: What a Professor Learned by Becoming a Student. Ithaca: Cornell UP, 2005. Print.
Scheuermann, B., & Hall, J. (2012). Positive behavioral supports for the classroom. (2nd ed.). Upper Saddle River, NJ: Pearson Education Inc. ISBN # 10:0132147831
...d uses its appeal to make the student engaged. Students respond well when class discussion is open and formal. All too often, teachers design their lectures to. Students respond well when class discussion is open and formal. All too often, teachers design their lectures with the mindset that they need to facilitate their job through PowerPoint presentations and long lectures with little student interaction. There is something to be said about the accessibility of professors being approachable; however, having a class discussion that operates well creates the small interactive community both inside and out of the classroom. Ultimately, universities have the opportunity to mold the rather plastic minds of young adults; they need to be willing to take a hard look at how they instruct their students and offer new and invigorating teaching techniques in their classes.
Nathan, Rebekah. My freshman year: what a professor learned by becoming a student. Ithaca: Cornell University Press, 2005. Print.
Woolfolk, A. E., Winne, P. H., & Perry, N. E. (2011). Educational psychology (5th ed.) Toronto: Pearson.
Lillian, M. et al. (2006). Improving the preparation of K-12 teachers through physics education research. American Journal of Physics 74(9): 763-767.
Throughout my educational experience not once did I ever come to think about how much of a difference the size of class makes. As I sit here thinking about how much of a difference my education would have been if the class sizes were smaller. I remember sitting still in class as I observed my teacher pressing against her temples stressed out because her class of thirty-one wasn’t listening to the instructions. “Kids if you can just please listen to me and stop hiding so we can start class.” Mrs. Robles exclaimed. Not a day went by where she did not mention how big this class was and how many kids were crammed into her small classroom as she went over her material. Regardless of it being presented with such normality we are unaware of how much of a problem it has been. In fact, this has been a problem with over 40 states in America and they have all carried out a ruling that entails smaller classes for academic and disciplinary reasons. Throughout the following essay I
Nathan, R. (2005). My freshman year: what a professor learned by becoming a student. Ithaca: Cornell University Press.
There are different ways that a teacher can deal with a student’s undesirable behavior. Some of these strategies are: positive reinforcement, negative reinforcement, punishment or extinction. The type of r...
Robbins, P. & Alvy, H. B. (2009). The principal’s companion (3rd Ed.). Thousand Oaks, CA:
Zuckerman, M. B. (2005, October 10). Classroom Revolution. U.S. News & World Report. p. 68. Retrieved from EBSCOhost.
Daniel, K. (1995). The Learning and Teaching Environment. Available: http://tecfa.unige.ch/tecfa/research/CMC/andrea95/node4.html. Last accessed 29 OCT 2011.
Nathan, R. (2005). My freshman year: What a professor learned by becoming a student. Ithaca: Cornell University Press.
Classroom management, involving all the strategies used by teachers in order to provide order in the classroom, can be regarded as an essential for effective teaching and learning. According to Davis (1981), “basic classroom management is just plain good sense. Yet, it can be as personal as your private lifestyle” (p.79). One of the biggest challenge teachers face day in and day out is dealing with behavior of children and young pupils in classroom. Therefore, the classroom practice of individual teachers would be the key aspect of improving the behavior of pupils in schools (Hart, 2010). One of the significant attribute of promise to teaching, especially in classroom behavior management, is teacher’s sense of efficacy. According to Woolfolk-Hoy (2000), development of self-efficacy is essential for producing effective, committed and ardent teachers, Moreover, teachers who are trained to be more effective in meeting both academic and non-academic student needs create a positive and successful classroom environment for all students (Alvares, 2007). The importance of self-efficacy in behavior management has been highlighted by Martin, linfoot, and stephenson (1999) who proposed that teacher’ responses to misbehavior may be mediated by their beliefs about their ability to deal with behavior, as well as their beliefs about the causes of student misbehavior.
...discussions. Another reason for this is that there are more male professors in colleges and universities and it is even more difficult to find women professors at the most prestigious universities.
Teacher quality is the most important issue when dealing with how effective a classroom will ...