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Learners are not always motivated to invest much time and energy in gaining the new skills either. They do not always recognise the usefulness of these skills, or they dread the needed effort to learn them. Students often hold strong beliefs and persistent approaches to learning especially failure fearing students prefer to learn a whole paragraph by heart than to understand and remember the main issues. Students in especially secondary schools are not very interested in the subject matter instead they go to school to meet their friends; learning seems to be more or less a side issue. Such students prefer to follow teacher directed lessons, than to engage in self directed activities. Individual differences between students create problems such as attention seeking students who attract more attention as well as causing disruption. Some students get little teacher attention during individual study hours as they ask very few questions and thus are offered little supervision.A failure to periodically solicit student feedback in a subject about how it is progressing. Are students getting out of the subject what they want? Are the classroom procedures and methods used well? Are there some things that you are doing which students don’t like (for example, lecture, clarity of presentations, unfriendly manner)? Information on these factors not only helps make the classroom atmosphere better but it also creates an atmosphere where students feel the teacher is interested in what they have to say. This has a tendency to transfer into content areas as well.


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