...Effective and efficient learning on the part of the students highly depends on teachers and the actions they take in their classes (Markley, 2004). Jordan, Mendro, and Weerasinghe (1997) reported that “by spending a few years with effective teachers can put even the most disadvantaged students on the path to success whereas a few years with ineffective teachers can deal students an academic blow which they may never recover”. However, Language practitioners and researchers have already recognized that teachers do not have a complete control over what learners learn from English language courses (Allwright, 1984 as cited in Breen, 2001a; Salimani, 2001). According to Williams and Burden (1997) learners perceptions of teaching have a great influence...
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...EN106 20101103 Underlying Factors “Public school is a place or detentions for children placed in the care of teachers who are afraid of the principal, principals who are afraid of the school boards, school boards that are afraid of the parents, parents who are afraid of the children, and children who are afraid of nobody.” Anonymous Quote The educational system is broken: without identifying and reducing the factors that prevent students from learning, education best efforts become futile. There are approximately 3.2 million students graduating this year from urban American high schools. According to the National Center for Education Statistics, over 40 percent of these students will not be able to perform college-level work and most of them will require some type of remediation to be successful. Although Paulo Friere and James Loewen have clearly noted the faulty educational process based on learning patterns and inadequate materials; they may have overlooked other underlying factors that may indeed cause a deficit in the educational process and produce a lower standard of education. These factors include but are not limited to ethnic background and socioeconomic status and environment. After thoroughly researching supporting arguments to my theory that Friere and Loewen both overlooked socioeconomics and teacher / pupil relationship importance. I stumbled upon, “A Comparative Study of Pupils Perception of Pedagogic Process” (McNess) and “Effects of Neighborhood...
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...ethical pitfalls for teachers when considering classroom management. Teachers face pressure from administrators, state agencies, parents, and students to have successful and effective classrooms. Over the years, the standard has moved and is constantly changing with initiatives such as Common Core and No Child Left Behind. Teachers need to be aware of the changing landscape of laws and what is acceptable by society. In this essay, I will look at four articles that examine classroom management and analyze them in respect to my future classroom management style and current societal norms. First Article The first article I looked at was "Consideration for Gender-Friendly Classrooms". This article discussed the use of gender bias strategies. It highlighted the differences between general learning styles of boys and girls. The highlight of the article was that it recognized the societal gender norms not only impact students, but also teachers as well (Kommer, 2006). Kommer went on to build a case for a mixture strategies that would play on the strengths of both boys and girls. Depending on the culture, girls and boys are said to be the same. Kommer contends that the goal is not to make boys and girls the same, but to have equity in teaching styles (Kommer, 2006). Analysis and Application This article is driving me to make sure my classroom management policies are fair to both boys and girls. I need to make lesson plans that seek to teach the most students and not what I feel comfortable...
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...becoming more and more competitive. Quality of students academic performance has become the key factor for personal progress. It is the desire of all Parents that their children climb the ladder of academic performance as high level as possible. This desire for high level of performance among secondary school students puts a lot of pressure on students, teachers, psychologist and in general, the educational system itself. In fact, it appeals as if the whole educational system revolves round the academic performance of students. Thus a lot of time and effort has been made by Educationist and psychologist to find various strategies to unraveling the complex determinant of academic performance, such as intelligence, study habit and other personality variables like self concept, anxiety and motivation. Me Comb etal (1990) suggested that students learning achievement depends on their attitude, motivation performance for success and study habit or skills that people employ to pursue the desire outcome. Bakare (1975) opines that intelligence accounts for little variance in academic performance. Therefore, more emphases had shifted from intellectual factors to non – intellectual factors such as some personality variables like self concept and study habit. Meanwhile, self concept, which mean the way an individual perceives his or herself, has now been recognized to play a vital role in students academic performance more so, students study habit has been regarded as one of the cardinal...
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...There is an intense debate on whether bilingual education programs are effective or not. Many opponents towards bilingual education believe that giving instructional support to minority students in their native language is disadvantageous to their academic success (Rossell & Baker, 1996).On the contrary, many believe that providing students with instruction in their native language contributes to student academic success (Marian, Shook & Schroeder, 2013). As a bilingual student and future bilingual...
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...Science High School Students 1 Academic performance and Self-efficacy of Filipino Science High School Students on Mathematics and English subjects Angelo R. Dullas Central Luzon State University Electronic copy available at: http://ssrn.com/abstract=2152791 Academic Performance and Self-efficacy of Science High School Students Abstract 2 Primarily, the study was conducted to determine the relationship between self-efficacy and academic performances on Math and English subject of science high school students. The objectives are (a) to find what level of self-efficacy do High school students have and (b) to explore if there is gender difference among high school students in terms of their self-efficacy and academic performance. The data are gathered using survey type questionnaire which is composed of two domains, English efficacy and Math efficacy to find if there is significant relationship between academic performance and their self-efficacy. Data was analyzed using mean and test of difference (t-test). Result showed that students‟s performance on Math subject posed a high significant relationship with their self-efficacy beliefs with statistical interpretation as positive substantial relationship (p=.615**, a=.000). On the other hand, students registered a significant relationship and a moderate relationship (p=.401*; a=.015) on their self-efficacy and academic performance on English subject. The researcher also found out that Filipino science high school students...
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...to pre- school children’s Date | Author/ References | Title of Journal | Comments | Research method | 18/09/2012 | Sandradu Plessis and Brenda low | Challenges To Pre –School Teachers In Learners Acquisition Of English As Language Of Learning And Teaching | This journal highlights problems that teachers might come across in teaching English to pre –school children. The importance of identifying them and solving them because its believed here in this journal that preschool teachers play a key role in the acquisition of English language by the children because children spend most of their waking hour with the teachers. Therefore it’s believed that teachers do play a big role in the children’s life in order for them to acquire the language | Quantitative research method | 19/09/2012 | Karen E Johnson | The Relationship Between Teachers Believe And Practises During Literacy Instruction For Non –Native Speakers Of English | In this journal it is discussed teachers theoretical believe helps them to perceive, process, and act upon information in classroom. This also study extends the current research on teachers' theoretical beliefs within literacy contexts to the field of teaching English as a second language (ESL).Specifically, it examines the relationship between ESL teachers' theoretical beliefs about second-language learning and teaching and their instructional practice during literacy instruction with non-native speakers of English. Some have argued that teachers' beliefs...
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...TEACHERS ATTITUDE TOWARD THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AS A PEDAGOGICAL TOOL IN SECONDARY SCHOOLS. INTRODUCTION The U.S. Congress Office of Technology Assessment (OTA, 1995) has re-ported that helping teachers “effectively incorporate technology into the teaching and learning process is one of the most important steps the nation can take to make the most of past and continuing investments in educational technology” (p. 8). Most researchers agree that the successful use of computers and ICT in the classroom is dependent on positive teacher attitudes toward computers AND ICT (Lawton & Gerschner, 1982; Woodrow, 1992). Successful classroom practice also includes fostering positive perceptions of information technology among students (Knezek, Miyashita, & Sakamoto, 1993) Teacher is an effective and dominating factor among the ones contributing to educational improvements. The teacher effectiveness depends mainly on the teachers' attitude, characteristics and the classroom phenomena such as environment and climate, organisation and management. Various commissions and committees have recommended methods of bringing about qualitative improvements in education. As a result, the teachers are motivated, inspired and endured to develop better curriculum, text books and teaching aids. But, all the efforts are meaningless unless teachers are not having the positive attitude towards educational technology. The teaching learning...
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...Instruction College of Education University of the Philippines Diliman, Quezon City October 2003 ABSTRACT The research examines the relationship of students’ learning styles to classroom behavior and academic performance. It is also identifies which of the following factors – learning styles, sex, academic program and score in the admission test – best predicts academic performance. The study sample consisted of 304-non-science college freshmen enrolled in the following programs: accountancy-81, management-77, mass communication-56, psychology-29, marketing-21, political science-26, and education-14. To determine the student learning styles, the students accomplished the researcher-made Learning style Questionnaire. The questionnaire was validated by faculty members of the Psychology Department of the Far Eastern University. Classroom behavior was observed with the use of the ASEAN Student Rating Scale. The instrument was accomplished by the researcher while observing the students of different learning styles in their classes. An interview was conducted to cross validate the behavior shown by the selected correspondents. Questions asked consisted of ten item questions prepared by the researcher. Final grades of the respondents in Biological Science were used to measure the students’ academic performance. The Admission Test for Colleges and Placement Office (AGPO) of the Far Eastern University. This was used to predict academic performance of the correspondents...
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...school may be not a pleasant place for students. Olweus (2009) report that a school is a place in where bullying problems happens. B3. Teachers, educational personnel and self esteem The main point is how teachers relate with students’ self-esteem. It could be pointed out that self-esteem of students affects by teachers’ evaluations. Whether they feel acceptance, support and positive feelings on days, their self-esteem rose. Otherwise, their self-esteem falls with negative and rejection behavior by their teachers. Furthermore, success in school daily tasks means that a student is a worth person. Failure means rejection, depression and non-acceptance by their teachers. Generally speaking, teachers should boost children’s self-esteem. How will...
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...Technology in Education Integration of technology into the educational system gives assurance of quality results and client satisfaction in the education sector. Technology provides the leeway to improved learning and teaching in schools. It is a tool that helps learners and educators to accomplish their goals at a reduced cost. Technology serves as an enabler in teaching and learning to simulate, visualize, and interact with scientific structures, models, and processes. It also facilitates and assists in the authentication and prioritization of internet materials, consequently providing a forum where teachers, parents and students can interact anytime and anywhere (Abuhmaih, 2011). Technology lies at the core of modern education system. Its roles in the sector are in tandem with the changes in the society. It provides a new definition of education, enabling stakeholders and participants to acquire quality and cost effective education system. In addition, technology creates a new platform for learning where students can easily access and manipulate learning resources. Nonetheless, technology in education may be destructive to the learners if not properly utilized. It can distract learners’ attention and focus. Learners should practice self-discipline and self-motivation, especially where one uses technology for distance learning. It can also be costly in terms of acquisition and installation costs. Technology does not confine learning to computers and computing environment...
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...process would be to acquire knowledge of how an effective school is run. Also I would need to factor the effective teaching that goes with the school’s goal of instructional improvement. “Educational philosophies relate to an individual’s belief system and to a corresponding method of supervision”(Goldhammer, R., 1969). I believe that leadership should push teachers for professional growth. When a teacher is achieving professional growth, leaders will be able to determine whether to guide, model, and/ or inform based on their rate of achievement. Leaders and teachers are at the epicenter of learning. Students expect us as educators to guide them through the learning process “feeding’ them the best amount of education in order to perform and compete with the rest of the world. When we receive excellence from students, it will be known that achievement has been met. This essay demonstrates my personal philosophy of supervision. One of the most tangible assets within all leaders / supervisors is their ability to use effective interpersonal skills to mold and shape their school community. Interpersonal skills are the abilities that will allow a person to interact positively and work effectively with others. When developing these skills, a important goal for success is acquiring training and professional development that will make the skills stronger with one another. This development of interpersonal skills will allow various issues in the school community to be handled appropriately...
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...Technology Changing How Students Learn, Teachers Say By Matt Richtel. The New York Times. 1 November 2012. There is a widespread belief among teachers that students’ constant use of digital technology is hampering their attention spans and ability to persevere in the face of challenging tasks, according to two surveys of teachers being released on Thursday. The researchers note that their findings represent the subjective views of teachers and should not be seen as definitive proof that widespread use of computers, phones and video games affects students’ capability to focus. Even so, the researchers who performed the studies, as well as scholars who study technology’s impact on behavior and the brain, say the studies are significant because of the vantage points of teachers, who spend hours a day observing students. “I’m an entertainer. I have to do a song and dance to capture their attention,” said Hope Molina-Porter, 37, an English teacher at Troy High School in Fullerton, Calif., who has taught for 14 years. She teaches accelerated students, but has noted a marked decline in the depth and analysis of their written work. She said she did not want to shrink from the challenge of engaging them, nor did other teachers interviewed, but she also worried that technology was causing a deeper shift in how students learned. She also wondered if teachers were adding to the problem by adjusting their lessons to accommodate shorter attention spans. “Are we contributing to this...
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...University SCHOOL OF GRADUATE STUDIES New Era, Quezon City COMMON PROBLEMS ENCOUNTERED BY STUDENTS “AT RISK” IN A REGULAR CLASS AS PERCEIVED BY GRADE 8 REGULAR AND SPED TEACHERS IN BATASAN HILLS NATIONAL HIGH SCHOOL BY Cupido, Luigi T. DR. ESTRELLA N. SAN ANDRES FEBRUARY 22, 2014 Chapter 1 The Problem and It’s Background Special Education is a privilege and a basic human right for any individual students. It is granted for those who are diagnosed with developmental disadvantages and students with special needs. This type of education is progressing so as the discovery of different types of exceptionalities and its spectrums. The wise variety of its type and spectrums helps educators identify the corresponding needs of special education learners. Children with special needs are now being placed in a self-contained class for most public or private schools. Though, there were some students who are disadvantaged or even behind the slow performing ones who are not yet recognized. These types are often labelled by diagnosticians as students “At Risk.” From the term itself, it indicates potential exceptionalities that may possibly arise. The main difficulty that could possibly be anticipated among the so called “At Risk” students is the misleading concepts towards them. Most teachers would take them as regular students and some may call them “slow learners,” “out of school” or even “worse...
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...CHAPTER I INTRODUCTION All school aims to improve teaching and learning. Though there are differences in how the school will go about it. The task of organizing, coordinating, monitoring and supporting teachers in their efforts to provide high-quality learning opportunities for students are important in developing instructional program that are needed for every classroom. As different as the approaches to school reform are, it lies on their success on the motivations and capacities of leadership. Change of improving student learning is quite complicated unless school leaders agree with its purposes and appreciate what is required to make it work. Instructional leaders must also, for example, be able to help their colleagues understand how the reform might be integrated into local improvement efforts, provide the necessary supports for those whose practices must change . In the hectic environments of schools, with the array of demands on leaders, principals and other leaders are generally viewed as unprepared to lead instructional improvement efforts (Levine, 2005). The ultimate goal of instructional leadership was to improve teaching, and meaningful supervision became the instrument to assist teachers in developing and growing in their professional knowledge, skills, and abilities. CONCEPTUAL FRAMEWORK Leadership is described as power granted with the will of the followers. It is authority readily invested in a trusted person and thus qualifies as...
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