Standard #9: Professional Learning and Ethical Practice. Wong and Wong discuss a lot of aspects that come together to make an effective teacher, but one they reiterate throughout The First Days of School is that a “professional educator is always learning and growing” (Wong & Wong, p. 301), and standard 9 of the InTASC Standards addresses just this. Professional learning is not limited to attending conferences or joining a professional organization, though these things are extremely important, it
1. Describe the essential aspects of a self-directed, intrinsically motivated, active learner? The active learners are mostly the motivated one and they are staunch supporter of learning new things. This means they do like the culture of change and want others to follow them in this regard. This is one of the aspects of the active learner. There are various other aspects of these people. For instance, they believe to pursue their goal by themselves. They try to deal with the complexities by themselves
In this paper, I am going to talk about issues related with Self-Regulated Learning, and Its application in the development of the Examination for civil servants (Preparation of official state / regional examinations. Occupation of public employment: police, firefighter teacher, administrative, magistrate, etc.). These processes usually carry a wide range of subjects, with long periods of study, which, unlike the school or university, are usually not intensely guided. Due to the current economic
presumption that English is a complicated and difficult language. Most students consider English difficult and complicated, especially for beginners. If the submission of English material is less interesting, students will find it difficult to follow the learning from the teacher. 2. Students lack sympathy for teachers who teach English. In this case, if the teacher is less interesting and does not have many tricks to teach, the students will easily feel bored so that the interest of students to learn English
In his masterly article on flexible learning, Hart while quoting (Nunan, 1996), stated that origins of flexible learning is quite interesting that, “…there are progressive interpretations of flexible learning which are structured around competing social and humanist values, which have educational expression through concepts such as constructivism, open education, student centered learning, life-long learning, deep learning, and accessible learning structures” (Nunan, 1996, as cited in Hart, 2000)
Abstract: Task-based teaching plays an important part in creating an interactive environment and learning oriented performances. Task-based method, in which learners have an important role in self-development through the expression of ideas and knowledge, in a modern approach to improved learning. This research study adopts Quasi experimental approach aimed at investigating the effect of task-based learning program in syndicate literature classes with literature and linguistic students at graduate and
and acquisition of new knowledge, with a commitment to life-long learning. In fact, development of such metacognitive skills, which involve planning, monitoring, and evaluating, helps students function as active and effective members of society after graduation, since
The approach of taking the learner in the center of language pedagogy increases in recent years. Learners are expected to achieve to be more active participants and have the power of self-direction (Kafipour and Naveh, 2011). Self-direction is an important characteristic among the other language learning strategies. Self-directed learners make conscious choices for finding solutions to problems and organizing knowledge and building skills. Kafipour and Naveh state that it is crucial for students
Abstract The teaching and learning of language has gained a dynamic impetus, across decades. Considering the trends of English Language Teaching, we can rightly assert that one method paved the way for the following one. Similarly, the transition from Grammar Translation Method to Communicative Language Teaching marked a paradigm shift between the role of the teacher and the students. The role of the teacher has
arena. A student’s perceived academic experience can be a contributing factor to behavior, motivation, self- esteem, and general academic performance. A good classroom manager recognizes that her role is not just as the facilitator of knowledge. She understands that she is also responsible for a safe, supportive atmosphere, and consistent feedback. The encouragement of students to be active learners who are challenged to deepen their own thought processes, are integral in classroom procedures