CK-12 Foundation provides a library of free online teacher resources, including textbooks, worksheets, group activities and more, covering more than 5,000 math and science concepts from arithmetic to chemistry
Raise your hand if you have never had a problem! Nobody??? Good! That's what I thought! Now, Raise your hand if you have never asked for advice!! I see !! OK ! Maybe some of you don't like to ask for advice!! Ok folks !!! What's clear is that we all have problems and and when we ha
Why You Must Reflect and Improve Students are what we do. They are the center of our classroom, not us. However, as a teacher, I am the most impactful single person in the classroom. Honest feedback from our students will help me level up.
I've been doing this for more than ten years. Sometimes I laugh, sometimes I cry -- and sometimes I'm mortified. But I can honestly say that every single piece of feedback I've received has made me a better teacher. And great teachers are never afraid of having or inviting hard conversations. This is one of best practices that has helped me to be a better, more excited teacher every year.
Researchers at the University of Leicester have proven that students assign the most authority to teachers who care about them. If this is true, then you are demonstrating a wonderful principle: that respect comes from kind behavior.
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Even with the best intentions, feedback can easily backfire. The praise you give doesn’t lead to greater confidence. Your expert advice seems to take the wind right out of his sails. You decide to “go easy” on her, only to find her growing more anxious by the minute. And you are far from alone if you’ve had a hard time figuring out why.
Fortunately, scientific studies of motivation have identified clear, principled reasons why some types of feedback work, and others don’t. It is neither mysterious nor random. If you’ve gotten it wrong in the past (and who hasn’t?), then you can do a better job giving feedback from now on by sticking to a few simple rules.
Providing feedback to students could help them realise their strengths and faults. All praise and no constructive feedback might backfire on the learning progress of the students as they do not know what exactly went well or otherwise.
For more than a decade, Singapore, along with South Korea, Taiwan, Japan, Shanghai, Hong Kong and Finland, has been at or near the top of international leagues tables that measure children’s ability in…
Siti Noraisha Mohamed Senin's insight:
Education in Singapore, Hong Kong, South Korea and Finland are often highly ranked in international polls. Education systems in the West such as USA and Canada differ from the countries mentioned. Ultimately, there are strengths and weaknesses in each system. Learning from these, educators can improve and implement various approaches in educating the young.
Catch up with Penny Ur, author of Penny Ur's 100 Teaching Tips, in this week's webinar recording, where she discussed the relationship between tips (practice) and theory. What is the relationship between practice and theory in language teaching? We often refer to theory as: Theory as generalisations, accounting for a range of real-world phenomena. Theory [...]
About a decade ago, some early scientific research suggested that playing memory games could increase "fluid intelligence," which is the capacity to solve problems in novel situations, independent of acquired knowledge.
A spate of apps, books and classes resulted, all claiming to make people smarter. Unfortunately, later studies proved that "braintraining" (as it's sometimes called) has no effect on your general intelligence.
The most recent research in psychology and neuroscience, however, has found five effective strategies for improving your intelligence. Some of them may surprise you:
Suppose you are teaching an introductory biology course and your next lesson deals with genetics. You would like to prepare your students for the upcoming class by asking them to think about the topic...
The instructor is now ready to adjust the classroom activities or lesson flow, and improvise if necessary. The flow is pretty much predetermined, but the words used in class will arise from the student responses and, most importantly, will be influenced by the feedback from the live class.
Typically, the live class is shown a representative set of responses, and the authors of the responses are invited to comment and elaborate. The rest of the class is encouraged to challenge and suggest alternatives. Properly handled, this can be a teaching opportunity that goes beyond the course content.
Students have an opportunity to practice critical thinking and communication skills. The course content is enriched because the wording actually comes from the live class, which makes the lesson fresh and interesting to the students.
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