GUIDING AND SUPPORTING LEARNERS

Guiding and supporting learners



Introduction

Effective classrooms have positive and purposeful atmosphere where students and teachers feel valued and work together in a supportive and safe environment (Cheminais 2008 42). Effective classroom is one where students learn and teachers to help them do so without spending a lot of "problem" of their management time, or "difficult" behavior. However, this is not an easy task, and at one time or another, teachers may have difficulty in maintaining a harmonious working environment. The focus is to explore ways of establishing and maintaining purposeful, working atmosphere in the classroom. There is no shortage of advice on the conduct and management.

Student Participation

Brain-based class like the ones in which students are actively involved in the learning process. What exactly does this mean for students who will be actively involved? This, of course, does not include full student sheet to answer basic questions or take notes from lecture (Shank 2007 44). So basically, when students are actively involved, they participate and work in a way that is active, full of energy and movement, and they are involved and interested in what is being studied.

This kind of learning requires much more work and effort on our part to be more meaningful for students. It's much easier to read the chapter, answer the questions at the end and finished a full sheet.

Students create their own games, which apply the concepts and / or skills acquired for a specific unit. This also includes writing because students must write out directions. Take time to look at the educational games are already available and analyze them with your students. Help them to see the elements found in the game board or card. See how the lines are organized and written so the students as an example.

Teachers can use the Monopoly game account, scavengers, Scrabble, Mastermind, or taboo in class, While students may think they are just playing the game, they actually use important skills / concepts learned in class(Collay 1998 47). To take full advantage of this learning opportunity, then, have students discuss the various skills that they used during the game.

Create a scavenger hunt can be the keys, phrases and questions, and students read the chapter to find the answers. It's more of experience, if the answers are not immediately, especially for older students. Make them read the chapter to be able to answer questions or to find a clue. That allows students to work in pairs or groups add an extra element of fun in this activity. Again, take some time to discuss the activities and results with the class when it ends. Case study

1. Introduction

This report is on the evaluation of pedagogical research study of the initiative starting in large metropolitan universities. Venture Matrix (VM) was a learning environment that allows students to create and manage their own companies, trade with each other and try out creative ideas for low-risk environment(Fairclough 2008 176 ...