Your SlideShare is downloading. ×
Chapter2 2
Chapter2 2
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
617
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Gorhan and Christophel (1990), as cited by Sarmiento (2002), stated that humor can be an indispensable tool in promoting a positive relationship with the students. Almario (2004), teachers who understand the situation inside the classroom should be equipped with the necessary skills, strategies and materials and should be skilled in motivation students to exert knowledge to meet the needs of the students and ensure the academic success. Gonzales (2000), teaching is a responsibility and every teacher has no choices but to face them. Teachers must start working, thinking why the quality of education is declining continuously, and do our part as a mentors. Bustos and Espiritu, as cited by Tulio (2000), any teacher who is charge with the management of classroom learning hold particular things of teaching based on his knowledge about the learners and learning process. Such theory of teaching becomes the basic of his decision on how to go about his various significant roles in the classroom, namely as classroom manager, as facilitator of students’ learning and as evaluator of students’ learning. Aquino (2003) pointed out that study skills can be taught effectively only after identifying students’ areas of weakness and levels of achievement by means of appropriate tests. Those whose level of achievement is appropriate to their grade level can be provided with development (or enrichment) exercises, which will enable them to become more proficient in the skills they have already acquired or which will help them learn new skills. Afolabi S. Sunday and Joshua O. Adeleke (2010), find out that instructional resources and materials are the crucial determinants of methods used in mathematics teaching. Therefore, should be provided through the following ways: (i) the government, (ii) improvisation by school teachers and students, (iii) request from lovers of mathematics and (iv) philanthropists, (v) school P.T.A (vi) setting up a department in NMC to take up the commitment of providing standard instructional materials for the whole nation. Training and retaining of mathematics teachers on the use of instructional materials (vii) teacher education programmers should have at least a course whereby students are taught the construction and improvisation of instructional materials for all courses and their uses. Teachers should be made to be aware of the importance instructional materials. (http://www.eurojournals.com/ejsr_43_3_12.pdf) Dr. Bob Kizlik (2010) stated that effective study skills must be practiced in order for you to improve. It is not enough to simplify “think about” studying; you have to actually do it, and in the process use information from what you do to get better. All that follows depends on this single concept. There is a saying that goes like this “Practice doesn’t make perfect; perfect practice makes perfect.” If you want to be an achiever, take this saying to heart. (http://www.cccsmurrieta.com/elementary/classfiles/pdfs/5effstudyskills.pdf)
  • 2. Mark Crilly (2000) as cited by Bagongon and Edpalina (2009) stated that successful students are able to balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent from becoming fatigued. He said that a student should make sure that he must take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with a new acquaintance. For this way, that student will find concentration when he does study, if he plans a social activity afterwards. He said, “To develop a healthy social life, develop routine study habits. After supper, lug your books and homework to the library, find a comfortable and quite niche, and study for two or three hours, taking intermittent 10 minutes breaks every 45 minutes or so.” Rohwes W.Jr.et al. as cited by Sainz (2000) further discussed the teachers need to find ways of determining whether or not her instruction have been successful. The procedure and method of determining such success can take the form of test of various kinds to determine whether the students have reached the objectives they have set for them.

×