Personal Teaching Theory

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THEORETICAL FRAMEWORK This chapter contains related literature and studies in conceptualizing this research investigation. Contents in this chapter provide key concepts, principles and results in which this study is founded on. Review of Related Literature and Studies Learning Style Learning is a course that must be taken to acquire new knowledge and information. It can also be defined as an internal process that is different for every individual and learning style can be described as the way individuals acquire new information (Demirbaş, 2011). It goes without saying that no student falls completely into one style category. That is why the teacher’s identification of learners’ learning-style preferences can guide the selection of appropriate…show more content…
What is meant here is not administrating some questionnaires haphazardly, but being aware of each step taken and having a rationale for taking it. In other words, teachers should choose the right tools to identify their students’ learning styles and strategies and then the findings should not be put aside. On the contrary, teachers should make use of such findings to adopt the most appropriate teaching style (Jhaish, 2010). It is also said that utilizing personal learning styles is the best way which students can process new and difficult information. Students and teachers need to know students’ personal learning style preferences or the goal to provide equal opportunities for all learners won’t be attained (Kutay, 2006). The teacher’s knowledge of student learning-style profiles can also be used to guide instructional organization for individuals or for groups of students with the same style preferences (Jhaish,…show more content…
The best way to combat math anxiety is to prevent it from the beginning. The best methods for the prevention of math anxiety are to accommodate different learning styles, have a variety of testing environments, design positive experiences in math, remove the importance of ego in the classroom, make math relevant, let students have input in their own evaluations, and emphasize the importance of original, quality thinking rather than manipulation of formulas. (Furner & Duffy as cited by Shannon, 2008). Effective and engaging mathematics instruction must begin in the elementary school classroom if we are to reduce mathematics anxiety in students. Thus, teacher education programs are obligated to find ways to reduce math anxiety in pre-service teachers, and ultimately future generations of students (Bryant, 2009). The study of Smith (2004) demonstrated that teachers need to be aware of the impact that they have on their students' attitudes in mathematics. Also, it would be useful for teachers to know more about how math anxiety first appears in a learner and how it grows into a larger problem. Math anxiety researches showed that success in mathematics requires not only knowledge of mathematical concepts but also the right mind-set (Beilock and

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