Learner behaviour is more or less their response to what they receive from their environment. While we cannot control the rest of the environment, we can definitely control what we provide to our learners as stimulus.
Learners in Ms D’s class are highly motivated. They engage in self-regulated learning, display positive behaviour, invest their effort in building social relationships, and are achievement oriented.
The physical environment of the classroom plays a crucial role in ensuring effective learning. Here are some Not-so-frequently Asked Questions that every teacher should ask to turn the physical classroom environment into the best possible learning resource.
As teachers, it is our responsibility to deliver instructions in a way that increases the students’ probability of achieving their learning outcomes successfully.
Interdisciplinary lesson planning can ensure the development of critical thinking skills in your learners.
All the students described above seem to be very different, don’t they? But there is something common among them. They are all at a risk of disengagement.
Teaching is fun and learning is funner (I recently learnt, it is an actual word- fun in learning, quite literally)! Unfortunately, our students may not feel that all the time.
Our students are pretty much like the car and their brains, the engines. They don’t kick start unless we make them use their engine (brains) frequently… more frequently than this car that didn’t start.
The curriculum is already defined for us. Now, it is up to us how we plan to teach this curriculum in the most effective way to meet all the curricular objectives.
To begin with, you need to be aware of the following six dimensions for learners' need identification; that’s because their needs are likely to be related to one or a combination of these dimensions.
Teaching strategies are ways in which teachers can teach the learners more effectively and help them meet the learning outcomes successfully. Five such strategies are explained here.
Punya Mishra and Matthew J. Koehler in 2006 wrote a seminal piece on integrating three knowledge domains to explain the TPACK Framework for Teacher Knowledge.