there are those teachers who reject the use of MT altogether or fail to feel any important potential in it. Also there are those who massively overuse it. Both abuse a resource of great importance and delicacy. In Myopinion,using the target language as the medium of instruction
individualized learning and develops problem solving skills. Educationists and teachers believe that with the help of ICT, the quality of education provided to the students can be significantly improved. The transformation of educational technology is more important in Indian context because we are having a massive deficit of access to high quality education at the primary and high school level
7 Hakanen (2006) identified the conditions known to cause occupational stress for teachers which are overcrowded classrooms that stretch the pupil-teacher ratio, work load in terms of lessons per week, preparations, setting and checking examinations and preparing reports, 8 unmotivated learners, classroom management and time pressure Kyriacou (2001). In addition to these, teachers have to manage classrooms, work with colleagues, school administration the children’s parents and over and above all
This first came about from my past experience learning a language a number of years ago. During these classes, the teacher used a combination of pair work, question and answer sessions, alongside what very closely resembled the Grammar Translation Method. This method worked very well with some of the students in class, especially this one girl, who thought that it was
The most common aspect regarding having students assessing processes is concentrated on teacher assessment. Non objective factors, like personal fondness, are involved, while students lack of scientific background regarding learning activities assessment[2]. However, their involvement to the assessment processes enhances their feeling of influencing
collective practice to inquire continuously into practice in the classroom, department or entire school so as to keep improving in order to raise standards of achievement (Datnow, Park, & Wohlstetter, 2007, as cited in Hargreaves, 2009 ). However, the teachers do not collect this type of data. Also, data that is collected does not always give a true reflection of the situation (Hargreaves & Shirley, 2009 ). The data is being abused. It is being used to control, who is contributing to the change, not to
management The influence of teachers on their students is beyond compare. Oftentimes there is a conflict between the parent authority and the teacher authority. The children lean more on teacher’s ideas and they learn easily and copy heartily anything the teacher shares with them. It is an everlasting effect. They directly affect how students learn, what they learn, how much they learn and the ways they interact with one another and the world around them. Therefore, teachers are considered to be very
reducing the research investments on resources and human capital. The availability of large pool of divergent skilled students and faculty with the interest to innovate and resources to build and test the technically feasible prototype provides an ideal environment for innovation. The prototype can be further mentored in the technology business incubators to make them economically viable, socially acceptable and scalable product. This final minimum viable product could be
The goal-oriented feature of Reconstructionism resonates in the structure of the curriculum and syllabus. The objectives are explicitly and eloquently articulated. They provide a thorough description of what behavior learners are expected to exhibit (Clark, 1987). Multiculturalism, the embrace of difference cultures, and the ability to communicate in an international context constitute the broad aim of ΔΕΠΠΣ. According to Clark (1987), this notion coincides with one of Reconstructionism’s tenets
Motivation researchers found that motivational strategies that teachers use can effectively influence learners’ motivation toward learning a foreign language (Banya & Cheng, 1997; Dörnyei, 1994a; Fives & Manning, 2005; Stipek, 1996). In 2001, Dörnyei presented more than 100 motivational strategies in his text, Motivational