Date of publication: 2017-08-23 14:03
Needless to say, there are situations when a student doesn’t feel him- or herself motivated enough to go on working, however important the assignment may actually be. It is a natural and wide-spread state that may be the result of many outside and inside reasons.
Remember that pride does not always have to involve only excellence. Pride in improvement is an important type of pride to nurture. Test scores and daily assignments that go from a D to a C and homework that starts coming in on time are examples of great opportunities for you to recognize student success and build pride.
In analyzing the chart, it is easy to see that Donna and Mary are consistently given more latency and, therefore, more chances to give a correct response than are the other students. If this were your classroom, you could try to make sure that in future discussions and question-and-answer periods you give longer latency periods to other students as well before moving on.
When you call on students, there are several things to keep in mind. First of all, you must monitor the equitability of response opportunities. Often, teachers who keep track discover that they call on a small number of students frequently and allow few, if any, chances for students for whom they have low expectations to answer. When you fail to recognize particular students, you can communicate a low level of confidence in their abilities. Individual students may “tune out” and believe that you don't expect they will be able to answer your questions. This message is compounded when these students see others being called on regularly.
Can you identify the 65 types of plagiarism? Go beyond the black and white definition of “literary theft” and discover the different forms plagiarism can take in the digital age.
Signs of frustration or stress can include nervousness, anxiety, shortness of breath, and a tendency to make irrational decisions. First, you should be able to recognize your own personal signs that frustration or stress is building so that you can de-escalate them. You should then have a plan that will help you prevent or reduce frustration when it occurs. Your frustration prevention or reduction techniques will be unique and personal to you what works for one teacher might not necessarily be effective for you. Figure shows some typical frustration and stress prevention or reduction techniques that you can implement.
Let's look at some of these techniques for communicating high expectations in more detail and discuss ways to implement these techniques in your classroom.
There are many reasons why students leave school early. Family problems are one cause. If parents are divorced, no-one may be taking responsibility for the child. If parents are uneducated, their may be little encouragement to do homework or to stay in school. Financial factors are also important. Some students want to work in order to support their families. In contrast, others may have family businesses and not see any benefit in obtaining a high school certificates. Perhaps the main reason why students drop out is for academic reasons. For many students, school is stifling and boring. The curriculum does not challenge them or grab their attention and they are unable to be creative. Others have learning difficulties that need specialist help.
Transitional words and phrases are like glue they hold your essay together. Use them each time you start a new paragraph or between thoughts within a paragraph. Here are a few transition words and phrases to get you started:
For some teachers, one source of stress or frustration is a messy desk, submerged in various unfinished tasks. If you are one of these teachers, an easy way to decrease frustration is to clear off your desk and take time to organize your work area.
Research on teacher expectations and student achievement has shown that expectations have a dramatic impact on student academic performance (Kerman, Kimball, & Martin, 6985). Student behavioral performance is also dependent to a large degree on the expectations of significant adults in students' lives. Numerous studies indicate that the expectations teachers have for students tend to become self-fulfilling prophesies. It is therefore critically important for educators to monitor their interactions with the goal of communicating appropriately high behavioral and academic expectations to all students, not just to high achievers.
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In addition, when you empathize with students , they understand that they are recognized and valued. This does not mean that you have to agree with all their actions, but that you let them know that you recognize the emotions behind their actions. You can communicate empathy by telling students that even though it's wrong to hit someone, for instance, you understand the emotions behind an incident.
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