Every student has their own preference for learning, whether it is visual instruction, auditory instruction, or kinesthetic instruction. Whichever their learning style is, teachers’ core responsibility is to instruct their students in the subject matter in a way for them to understand. At the same time, teachers must make sure that students are genuinely learning the content. There are teachers who assume these types of instructions are sufficient enough to ensure that students are learning. However, student learning goes beyond direct instruction. In order for student learning to occur, teachers also must engage their students within the lesson, establish a positive, learning environment, and most importantly, assess their students.
Student learning begins with teachers engaging students in their lesson through inquiry and peer interactions. In the field of mathematics and science, there are teachers who simply provide example problems on a black board and explain them verbally for the entire duration of the class. Although these teachers accommodate visual and auditory learners, teachers should also receive feedback from the students during the instruction to evaluate if they are actually learning. For example, asking students thought-provoking questions, or probing questions, is one of the methods to promote student learning. Probing questions allow teachers to gain an understanding of students’ knowledge and growth. Students also benefit from these questions, developing their thought process skills and building meaning of the content learned. According to Gallenstein (2005), she asserts that “inquiry assists in the development of the understanding of scientific concepts, helps students ‘know how we know’ in science, develop...
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... regards on how they view themselves as learners.
In short, teachers will encounter diverse student learning, and they need to do more than merely direct instruction that fulfills the school curriculum. Teachers also need to realize that their responsibility should be geared towards student learning. In order to ensure student learning, teachers must engage their students within the lesson, establish a positive, learning environment, and assess their students for the student’s sake.
Works Cited
Davis, E.A., Petish, D., Smithey, J. (2006). Challenges new science teachers face. Review of Educational Research, 76(4), 607-651.
Gallenstein, N. L. (2005). “Engaging young children in science and mathematics”. Journal of Elementary Science Education. 17(2): 27-41.
Tomlinson, C. (2008). “Learning to Love Assessment.” Educational Leadership, 65(4), 8-13.
Van de Walle, J., , F., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics, teaching developmentally. (Seventh ed.). New York, NY: Allyn & Bacon.
It is obvious that education, whether classroom instruction or practical drill, advice or entreaty, must ensure that students are positively involved, that they at least listen and pay attention to the words, actions, and the thoughts of their educators, instead of drifting off or doing something else, or simply leaving to try to learn what they need on their own (Prange 74).
Michael, S.et al. (2008). Prospects for improving K-12 science education from the federal level. Journal of Education 69(9): 677-683.
The students’ eyes: this lens establishes just how congruous the teacher’s assumptions about effective learning correspond with those of the students in his or her class.
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
How do teachers enable all students of varying abilities to reach the same goals and standards established for their grade level? Instruction begins with a concept of treating each student as a unique learner whose strengths and weaknesses ha...
...ett, S. (2008) . Young children’s access to powerful mathematical ideas, in English, Lyn D (ed), Handbook of international research in mathematics education, 2nd edn, New York, NY: Routledge, pp. 75-108.
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With the proper guidance and support, teachers can achieve academic excellence in the classroom. They follow their principal’s vision and share their goals. Teachers also serve as leaders in their classroom. They share their vision and goals with their students promoting positive attitudes in the classroom. Just like it is important for principals to respect and understand what their teachers need, students also need the support, understanding, respect and empathy from their teachers. When teachers demonstrate commitment in the classroom and set high expectations they raise the level of learning in the classroom. Teachers that work with the students and their parents to understand and meet their needs will achieve positive academic outcomes. Students engage in learning with positive attitudes and strive for high achievements. Teachers work together with their leaders to improve their teaching
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.
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