Effective Teaching Methods for ELL Students

Effect Teaching Method for Calculus
The majority of instructors believe that the best method for training scientists is the traditional lecture. In 2011, the Mathematical Association of
America surveyed over 700 calculus instructors on what they believed was the most effective way to teach. Two–thirds of those surveyed agree with
the statement: "Calculus students learn best from lectures, provided they are clear and well–prepared" (Bressoud 2011). There is a common notion in
teaching that, because the instructor is the expert in the room, it his/her job to take the lead role in guiding students through the material. Instructors
with this traditional view would argue that because students are novices, active engagement techniques where students are "teaching" each other could
only lead to an increase in confusion about the concepts.
In addition to serving as the expert, most instructors also believe that their role is to meet their students' expectations in the classroom. Students can be
resistant, at least at first, to new instructional techniques. If students want informative and well–structured lectures, then the traditional lecture meets
students' expectations by allowing them to passively sit, listen, and take notes. To summarize, even though both students and instructors have
considerable experience in teaching and learning, this does not directly translate to them being experts in the assessment of various teaching practices.
Science education literature has dozens of studies that quantitatively
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Teaching Research Methods Within The Classroom
Abstract
Psychology undergraduates are required to study research methods within their course.
Psychology undergraduates are required to study research methods within their course. Within this are many different statistical definitions which have
been considered the most challenging aspect of the curriculum.
An individual undergraduate psychology student took part in this study. The study aimed to increase the accuracy and fluency of the recall of these
definitions by applying an intervention phase of reading through SAFMEDS cards aloud previous to recalling them in one minute. The SAFMEDS
cards were made up of key statistical concepts taken from a study guide which is core to the research methods module. Results indicated that the ...
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This is more of a requirement now as students are being given greater opportunities within their course due to the new resources being put into
psychology departments. Part of this means that students are now able to conduct their own research within the third year of their degree, meaning
they need a deep level of understanding for statistics in order to accumulate adequate conclusions from their results.
Precision teaching (PT) has proved to be an effective tool when aiming to teach students material fluently and accurately. Lindsley (1990) showed that
students in precision teaching classrooms who were told to keep records of their own academic and non–academic performance and use these records
to guide their performance and eventually lead to more academic success due to the visual representation they had. This element of precision
teaching is particularly useful as learners who improve this way are susceptible to fluency based procedures which often consist of SAFMEDS or
packs of cards similar to this. SAFMEDS are typically used to help students become fluent in definitions and basic concepts, in this experiment they are
being used to improve a base of knowledge on research methods within psychology.

Teaching Methods and Student Achievent
Introduction There are many views on how to educate children of the 21st century. Today's education world is focused on student achievement based
on standardized test scores. Each year, teachers, districts, and states participate in state testing which shows progress toward a common goal per state,
proficiency in academic core content. However, these standardized tests vary from state to state and examined at the national level. Therefore, the
level of accuracy cannot be determined as to which states, school districts, and school sites are making great strides to close the achievement gap.
Effective teachers are closing the gap by using a variety of strategies and methods in the classroom.
Statement of the Problem Since the adoption of the No Child Left Behind laws of 2002 states, school districts, and teachers have been on a mission to
find ways to make instruction and learning meaningful to students while meeting the goals set forth by the national and state legislatures while closing
the achievement gap and making sure students are successful. Over the years, many new trends as to how to close the achievement gap have
flourished. With these trends come numerous amounts of research proving why a particular new teaching methodology is going to work over another;
states, school districts, and school sites are at the mercy of these trends to help close the gap to meet the national educational goal of all students must
be successful in school. The notion NCLB brings

Method of Teaching and Learning
Facilitating learning: Teaching and learning methods
Authors: Judy McKimm MBA, MA (Ed), BA (Hons), Cert Ed, FHEA Visiting Professor of Healthcare Education and Leadership, Bedfordshire &
Hertfordshire Postgraduate Medical School, University of Bedfordshire Carol Jollie MBA, BA (Hons) Project Manager, Tanaka Business School,
Imperial College London This paper was first written in 2003 as part of a project led by the London Deanery to provide a web–based learning resource
to support the educational development of clinical teachers. It was revised by Judy McKimm in 2007 with the introduction of the Deanery's new
web–based learning package for clinical teachers. Each of the papers provides a summary and background reading on a core topic in ... Show more
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The changing NHS: what does this mean for teachers and learners? In the Theory and Practice paper you looked at some of key learning theories and
how these might be used in clinical teaching. There have been some huge shifts in recent years in the NHS and Higher Education which have changed
the cultures of both. Without going into long sociological explanations, it is useful just to think of some of the key changes and look at how these have
impacted on the role of and expectations from clinical teachers. Since the late 1990s, when national initiatives to reform undergraduate and
postgraduate medical education were introduced, medical education (which includes clinical training) has gradually placed greater expectations and
more responsibilities on clinical teachers. The Department of Health initiative UMCISS (Undergraduate Medical Curriculum Implementation Support
Scheme) which supported the reform of all undergraduate curricula in response to Tomorrow's Doctors (GMC, 1993) had a huge impact on
undergraduate medical education. New teaching and learning methods were introduced into courses such as problem based learning, video teaching
and web based learning and the courses themselves became less informal and more structured in terms of design, delivery and evaluation. Courses
were expected to clearly define aims and learning outcomes, modes of delivery and assessment and the national agencies responsible for

Teaching Methods Based On Teaching English Language Learners
Abstract
The purpose of this report is to recommend to the Winn Parish School Board the teaching method that would be the most effective for teaching English
Language Learners (ELLs). I analyzed two available solutions: the scaffolding teaching method and the differentiated instruction teaching method. I
evaluated both teaching methods based on the flexibility in regards to allowing students' needs to be met, ease of implementation of each teaching
strategy into the classroom, and effectiveness of how of each method helps the students learn and complete what is required of them.
My research methodology began with researching who English Language Learners are in general and how they have begun to impact American
classrooms and teachers. I also conducted general research on the scaffolding and differentiated instruction teaching methods. After conducting my
general research, I decided which three criteria I would focus on as I performed more specific research on my topic. I also interviewed Mrs. Jamie
McLarty, a veteran Spanish teacher at Calvin High School in Calvin, Louisiana, who has taught English Language Learners for sixteen years. Once I
gathered all of my information, I examined and analyzed it so that I could choose the teaching method that would be the most effective for teaching
English Language Learners.
The scaffolding teaching method gives all of the students one specific goal for the lesson; however, the differentiated instruction method gives several

Using Qualitative Research Methods For Teaching And...
Focus group interviews are a common process for putting together collecting qualitative data (Morgan 1996; Krueger & Casey, 2000; Bloor et al.,
2001). Krueger & Casey (2000) commented that focus group interviews are focussed on making a group with particular qualities provide qualitative
data related to the research topic in an environment that is comfortable, under the supervision of a facilitator and through group discussions. To put it
another way, a focus group is a special group with a particular target, in a specific composition, and required to complete a certain process Krueger &
Casey (2000). Morgan (1997) also pointed out that the uses of focus group interview can be identifies into 3 categories 1. It can be employed on its own
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The advantage of focus group research is that they support the group in shaping the research Bennett (2002) and can be informal in structure supporting
dialogues, rather than forced communications. Unlike individual interviews, focus groups can be employed reveal the differences, contradictions,
unique experiences, views, perceptions and attitudes expressed by different group members (Bennett, 2002; HydeВґn & BuВЁlow, 2003), allowing for
a deeper exploration of the issues. Cameron (2000) reveals that even though focus groups take up much planning and interpretation they are engaging
and valuable research too that can generate views and understandings that are new to both participants and researchers. Cameron (2000) argues that
focus groups can either be the single research method, or can be used in partnership with quantitative methods. When conducting pedagogic research,
focus groups may be employed as part of a medium or large scale research project, method may also be used on a smaller scale, for example
analysing the efficiency and impact of teaching methods within a project. In some cases, pedagogic research methods may take shape into an integral
part of the learning and teaching strategy. For example focus groups may be useful areas of research that requiring students to reflect on their
experiences.
One of the most important aspects to consider when using focus group interviews is that group members are able to communicate in a comfortable
way. With this

Five Teaching Methods And Approaches
TEACHING METHODS OR APPROACHES.
Choosing suitable methods to help learner's master learning content has for a long time been a main area of contention in the field of teaching.
There are two approaches to teaching: the teacher–directed approach as well as the learner–centred approach.
The teacher–directed approach is based on reception learning, which means that the content to be learnt is presented to the learner in its final form.
The learner–centred approach means that the material to be learnt is not given but must be discovered by the learner with help of a teacher.
Five teaching methods/approaches.
1.Telling Method
i.Telling method can be described as "structured teacher–talk aimed at clarifying concepts so that learners are able to ... Show more content on
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This method is time wasting. ii. Clever or gifted learners will lose interest as a teacher will busy demonstrating the very same thing the whole period.
4.Questioning Method
i.It is an approach towards most teaching–learning situations. ii. Learners bring their knowledge and experiences to class, then a teacher will try to
link this knowledge from learners to new information he is about to present o a class. iii. Questions may also be used to gather the attention of
learners to what a teacher is presenting and also towards achievement of learning outcomes. iv. A teacher will use question to test if learners are still
listening or to avid misinterpretation or to help those learners who are still left behind.
v.Again, questions can help a teacher if he wants to stress one or two points. vi. The question–answer method is very demanding for both the teacher
and learners. The teacher must prepare the lesson thoroughly because the answer he may get from learners may be unpredictable.
Advantages of Questioning Method
i.They assess learners understanding. ii. To develop learners' skills such as critical thinking, communication, listening skill and cooperation with other
learners.
Disadvantages of Questioning

Teaching Is Not Be Mastered : No Perfect Method
Teaching is an art that cannot be mastered; no perfect method exists and often the lines between teacher and student blur. Being a teacher requires
balancing the two, keeping in mind the duties of a teacher as well as your own shortcomings. "Good teaching is forever pursuing better teaching; it
is always dynamic and in motion, always growing, learning, developing, searching for a better way (Ayers 160)." Tests have always been a quality
assessment of learning and ability, but they don't accurately evaluate every aspect of an individual's competence. Memorization and regurgitation of
information remain valuable life skills, but cannot be the sole source of an individual's abilities in a particular area. Teaching is a mean to bring out
the potential from within youth and prepare them to be adults in the outside world. In the United States, we teachers ready students to live in a
democratic country and not fear for their freedoms. Testing can track progress, however, promise cannot be determined by a few sheets of paper with
a grade written at the top. "Teachers need to ask themselves what they are providing in the environment to 'educate the senses' (Mooney 40–41)." Maria
Montessori deeply believed that the true potential of children lay untapped due to persistent stereotypes about their abilities and behaviors. Children in
general are believed to be messy creatures with no regard for anything save their own entertainment. I believe, as Montessori believed, that the

Gardner Versus Traditional Teaching Methods Rhetorical...
Gardner vs Traditional Teaching Methods Mr. Gardner expresses the theory that students should first learn how to understand a few important subjects
and be able to decipher unique situations rather than just memorize facts for standardized tests. He builds his argument eloquently using mainly logos
and ethos as his persuasive methods. He uses logos by making the reader think logically and digest not only his opinion, but the opinion of other
experts. As for ethos, Mr. Gardner impresses upon the reader that he has a wealth of knowledge and an extensive background in the subject of education.
Professor Gardner presents logos by quoting psychologists and educators, usage of historical analysis, and real–world examples. This forces the reader
to think about their own experiences and how they were taught and what teaching style would be best for their own children or themselves. He
believes that students should learn to appreciate multiple perspectives about a subject and rid themselves of their simplistic misconceptions (Gardner
634). However, wiping the mental slate clean he says, is not a simple task and he furthers his point using logos in paraphrasing Lauren Resnick ,"
disconfirming experiences do not always suffice to dissolve faulty conceptions and ... Show more content on Helpwriting.net ...
He consistently makes references to himself working at Harvard, consequently establishing ethos and allowing the reader to infer that he has a strong
background in various teaching methods. He also discusses his own publication; "The Unschooled Mind" saying that he had previously done a vast
body of research on students at Ivy League schools (Gardner 626). His ethos is reinforced by this example because of the caliber of this research and
the fact that he had a book published on how the top students study at the best

Teaching Methods Essay
1.Discuss the reasons for selecting the teaching methods used.
In the micro teach session delivered to my peers at college as part of an Assessment, I chose to use the following teaching methods: * Initial assessment
* Brainstorming * Group work * Differentiation * Constructivist teaching.
Science is a practical subject that requires an academic approach. The methods used are to promote active learning strategies that engage the student.
As I already teach at KS4, I assumed that this particular group would already be at the level of teaching and learning in my class, although I did
consider initial assessment methods in my planning. I set out the learning objectives and learning outcomes so that each ... Show more content on
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One of the methods I used was to allow the students to share their knowledge with each other through mind–mapping and then through working
together on a true /false questionnaire.
2.Critically discuss two of the teaching methods used and examine each one in terms of their strengths and weaknesses.
The first method I would like to discuss is the constructivist approach – an active way of building on students' knowledge, ensuring students use and
apply the knowledge given. In my view this method covers all the positive points for exploring a specific subject, by using the method of the students
building their own interpretations of the information given, as Petty explains: "What does it mean exactly to have a full grasp of a new topic, and to be
able to use your learning successfully even in new situations?" (Petty 2004, p. 7), going on to explain the theory behind Bloom's taxonomy, a hierarchy
of learning and putting the attributes to learning in order. In simple terms, the knowledge a student requires at the beginning is rather basic; then
comprehending the knowledge means that a student has been able to move on by understanding and explaining.
Once a student has comprehension they (with the help of a teacher) can apply that comprehension. For example, during the micro teach session once I
had given an overview of the heart, students were able to complete a questionnaire. I could see from the answers that they had gained

Teaching Methods : Teaching And Learning
Introduction
There is a lot of resources going to higher education in teaching and learning methods, there has been high demand to modernise teaching and learning
methods from different stakeholders in learning fraternity , increased demand for Value for money in education and teaching has contributed in more
student focused teaching methods as compared to traditional method.
The modern teaching method has great emphasis on quality and student centred teaching techniques which has proved more productive than the
teacher lead methods, according to prosser and Twigwell, 1998; Biggs, 1999learning and learner are the key focal point in delivering effective teaching
and learning
In Morden teaching and learning practice the focus has moved from teacher concentration to what the learners do and respond.
According to research, teachers with empathy and passion always stimulate students to adapt a deeper learning approach, though some other research
suggest that this will depend on what being taught and other situational factors .
Quality teaching should not be defined by teacher's pedagogical skills but should be focused on student –centred with an aim of meeting student's
personal needs and learning environment.
Students will always take different approach in learning, majority of student adopt the surface learning approach while others will adopt the deep
learning approach, others can adopt a strategic learning approach (Biggs,199).
According to (Lublin,

Teaching Methods And Strategies For Teaching Styles
There has always been a debate on what kind of teaching styles work best, what the best curriculum to teach is, or how to effectively organize your
classroom. Yet, nobody has discovered what the most effective teaching methods are. As future teachers, we must constantly be making decisions that
will shape us into the teacher we would like to become. Over the course of the next four years, and even once we become teachers with classrooms of
our own, we will be exposed to many different teaching methods and strategies. There is no one right or wrong way to teach, and it is up to us to
decide how we would like to structure our classroom. While there are many teaching styles, it seems that there is predominantly two types of teachers
according to John Dewey: those that are reflective, and those that are not. Unreflective teachers tend to accept the routines that are given to them by the
school they are working for. They spend their days working to solve problems who have been created by others for them. Reflective teachers on the
other hand, are constantly evaluating their beliefs, teaching methods and behaviors and modifying those things so that it works with the situation they
are in. Dewey believe that in order to be a reflective teacher, you must have three different components to your attitude: open–mindedness,
responsibility, and wholeheartedness. In being open–minded, you must be willing to listen to both sides of the argument and willing to use an
alternative way of

Traditional Teaching Method
Abstract/ Purpose –The purpose of this paper is to evaluate the traditional methods of teaching as well as multimedia teaching and to suggest other
useful teaching methods that can be attempted in imparting knowledge to the students. Basically teaching must include two major components sending
and receiving information. Ultimately, a teacher tries his best to impart knowledge as the way he understood it.
So, any communication methods that serve this purpose without destroying the objective could be considered as innovative methods of teaching. The
use of innovative methods in educational institutions has the potential not only to improve education, but also to empower people, strengthen
governance and galvanize the effort to achieve the human ... Show more content on Helpwriting.net ...
III.Methodology
The traditional or innovative methods of teaching are critically examined, evaluated and some modifications in the delivery of knowledge is suggested.
As such, the strengths and weaknesses of each teaching methodology are identified and probable modifications that can be included in traditional
methods are suggested.
IV. Traditional Teaching Method– An evaluation
In the pre–technology education context, the teacher is the sender or the source, the educational material is the information or message, and the student
is the receiver of the information. In terms of the delivery medium, the educator can deliver the message via the "chalk–and– talk" method and
overhead projector (OHP) transparencies. This directed instruction model has its foundations embedded in the behavioral learning perspective (Skinner,
1938) and it is a popular technique, which has been used for decades as an educational strategy in all institutions of learning. Basically, the teacher
controls the instructional process, the content is delivered to the entire class and the teacher tends to emphasize factual knowledge.

Teaching Methods Of Teaching And Learning Essay
'Pedagogy' is the term which is used to describe different practices of teaching and learning. Teaching Australia (2008) defined pedagogy as 'the art
and science of educating children, the strategies for using teacher professional knowledge, skills and abilities in order to foster good learning
outcomes' (p.3). Teaching and learning is a two–way process. Teachers choose the effective instruction modes to disseminate knowledge. Students adapt
to different learning styles and use different learning strategies to help them process the information. When teachers receive evaluations and feedbacks
from students, they revise, reconstruct and re–enact their teaching mode in order to meet students' needs. Teaching refers to different teaching
approaches such as lecturing, practice drills, directed questioning, discussion, constructivism and problem solving. Marsh, Clarke and Pittaway (2015)
mentioned that effective teachers are capable to use a wide range of instructional modes in teaching that reflects their flexibility in their teaching.
Learning refers to the strategies that children used to assist their study and digest the new knowledge. Strategies to help learning are chunking,
story–grammar training, self–questioning, summarization, mnemonic images and concept mapping. These methods are useful for the process of
retention, which means the ways by which knowledge is retained in our memory for later retrieval (Mclnerney, 2015a). The first section of the essay
will describe my

Advantages Of Montessori Teaching Method
What is the best way to teach children? This is a question that people have been asking since they began teaching. There are a plethora of teaching
methods that have been tried and used throughout history. Each method claims to be the best, but can they be supported through a Christian world
view? The Montessori teaching method teaches children to be independent and teach themselves. While large or whole group instruction feeds on the
child's sheep–like nature in following what their peers are doing and teaches every student the same lesson at the same time. Montessori and large
group instruction are two teaching methods that are proven to work and can be trusted and used with a Christian perspective. The Montessori
teaching method that has been around since 1907. Dr. Maria Montessori was the first woman to earn a physician's degree in Italy. After graduating
she taught a class of fifty students and developed her own way of teaching. "She believed that children were born with absorbent minds and were fully
capable of self–directed learning. Montessori developed the framework for a prepared educational environment in which children, empowered with the
freedom to choose how they would spend their time in school, would seek out opportunities to learn on their own" (5 Alternative Teaching Methods).
Montessori classrooms are made of quite, uncluttered environments, and are filled with several games and activities that cater to self –directed
learning. Most of the learning

Comparing Online Teaching And Traditional Teaching Method
Online teaching and traditional teaching method differ in the way they discuss the lesson, using the technology, and socialize. The essay that you are
about to read is going to discuss about the difference in online teaching and traditional teaching. Both of them have their advantages and disadvantages.
But, in this essay we are going to find out which teaching method is more fun yet practical and educating.
First things first, I am going to discuss about the discussion method in each teaching. The first method that I am going to discuss is about the online
teaching. As you know if you hear the word online teaching, you might be wondering how to discuss online. But, in online teaching you do not have to
discuss your lesson face to face, ... Show more content on Helpwriting.net ...
Online teaching and traditional teaching method differ in the way they discuss the lesson, using the technology, and socializing. In terms of
discussing lesson, online teaching will be so much easier and practical since it can be accessed everywhere while traditional teaching cannot be
accessed everywhere. Also, in online teaching all members must be online in order for you to work your project whereas in traditional teaching your
members are there for you to work, so there is no need of you to use the internet to work. In using technology, these two teaching method differ with the
need of laptop or computer and internet connection. Online teaching requires you to have a laptop and an internet connection whereas traditional
teaching does not require you to have a technology and an internet connection to work with. The next thing that online teaching and traditional teaching
differ is socializing. Online teaching makes you only socialize and communicate with people that is only in the size of 14 inch screen, which is your
laptop or computer. And, if you do not have a goodcommunication, you might not have a good teamwork. But again, it all depends. While traditional
teaching allows you to broaden your connection with communicating with the people in your society and if you have a good communication you will
also have a good

Teaching New Skills And Methods Essay
It is the training that is planned and structured and that takes place mainly at the normal workstation of the trainee and where managers and trainers
spend significant time with trainee to teach a set of skills that have been specified in advance.
On the –job –training includes mentoring and coaching, learning by doing, shadowing and job rotation, e–learning, and apprenticeship.
Mentoring and coaching: mentoring is when an experienced employee takes charge of the training and development of a new employee. The mentor
acts as an adviser and protector to the trainee. Coaching in another hand is when a manager takes an active role in guiding another manager. The coach
gives guidance through direction, advice, criticism, and suggestion in an attempt to aid growth of the employee.
Learning by doing: this is aver popular way of teaching new skills and methods to employees. Learning by doing often happens under the supervision
as part of a training or induction orientation process, and is closely associated with the practical experience of carrying out a task.
Shadowing and job rotation: shadowing aims to give trainee managers a feel for organization by providing experience of working in different
department, whilst the job rotation or switching roles help relieve boredom and thereby raise important because it fits the HRM team working and
empowerment.
E–Learning: is an informational and learning exchange environment to facilitate learning for employees whenever they need it,

Advantages Of Translation As A Teaching Method
The use of translation in the classroom as a teaching method is a valid method to teach english as a foreign language. Over the years, translation as a
teaching method has being avoided as a technique to use at the classroom. With the development of different approaches and methods such as
communicative approach or the audiolingual method, which looks for the students to learn with the least possible use of speakers' native language.
According to Richards (2006) to learn how to communicate language people need competence which includes different real–life situations; grammar
does not fulfil these roles and as far of the learning, in other words, learning by only speaking and practicing the target language other abilities would
eventually be ... Show more content on Helpwriting.net ...
As Chang (2011) stated about students that "they lack the knowledge of grammar, they are likely to make grammatically incorrect sentences. Therefore,
the Communicative Approach encourages some grammatical inaccuracy." (p.5) since the knowledge is not something that should be assumed, neither
should be the rules of language. When using translation to teach, either in a communicative environment or in a traditional method, students are given
help to expand their own vocabulary and at the same time give meaning to those new concepts and words that come with the translation. They can
understand by their own means thus making the knowledge more meaningful. Chang also mentions that "The communicative approach might have
been proved to be the best way of training students in ESL learners. However, it doesn't meet the needs of learners in distant lands, who learn
English for a different purpose and who have no hope of ever visiting the target country and no desire to adopt the target culture." (p.6). Regarding to
this, if we take context as a whole and not only as the matter of what is seen in a classroom, then it is correct to say that using the communicative
approach is certainly optimal to develop a better usage of the language but, at the same time, if the final goal of the language is centred on an specific
task, is better to focus on the specific

An Exploration of Constructivist Teaching Methods
Introduction Constructivist Learning theory suggests that learning is achieved through the active engagement of the learner through the senses. A
learner constructs his or her own knowledge through the application of background knowledge and both new and past experience. Constructivist
approaches to learning are aligned with what research suggests are the most effective practices for promoting student learning and engagement; they
are learner rather than teacher centered and they promote self directed learning practices among students by engaging them in dialog and problem
solving strategies that are relevant to real world experiences. Three examples of constructivist teaching methods include peer teaching and learning,
focus on... Show more content on Helpwriting.net ...
"In general terms the implementation of a democratic classroom and a constructivist learning environment can be thus defined:" Instructional emphasis
on knowledge construction in an environment which supports active and collaborative learning Classroom activities that are learner centered, Socratic,
authentic, individual and group centered Instructional roles that focus on the student and that are collaborative and facilitative student roles are active,
collaborative, and self monitoring. (Ultanir, 2012, p. 205) Further, Brooks and Brooks (1993), urged constructivist practices of posing problems of
relevance to learners, "structure learning around big ideas..., seek and value students' points of view," adapt the curriculum to the learner, and "assess
student learning in the context of teaching." (Singh, et al, 2012 p. 201) Constructivist teachers respond to student questions and ideas with additional
questions, plausible contradictions, requests for explanations of students' thinking, and with placement of responsibility on the student for assessing the
efficacy of their own efforts. (Singh, et al., 2012, p. 201) In addition, "the teacher is a guide, facilitator, and co explorer who encourage learners to
question, challenge and formulate their own ideas, opinions and conclusions." (Citot, 2009; Cannelle & Reif, 1994; Ismat, 1998; Richardson, 1997;

Stanley Fish 's Article Stepping On Jesus
Stanley Fish's article Stepping On Jesus, talks about the idea of a higher power and how some will defy higher authorities in order to respect their
values. While not everyone believes in a higher power, many will show signs of respect, Fish does not idolize these students. Throughout the article,
Fish states many different points and beliefs on what is right and the different teaching methods. Fish sticks up for these teaching methods and not the
students. However, the students should be the ones getting stuck up for. In Fish's article in the New York Times, he aims to show both sides of the
controversial assignments given to students. These assignments aim for the belief and strong views that students hold. They start discussions and many
students even refuse to complete them due to their insensitivity to their beliefs. Fish tries to persuade the readers that when something attacks
someone's personal belief, they tend to react and fight for what they think is right. Fish also shows both sides of the arguments by talking about how
the assignments are uneasy. Furthermore, how the professors do not mean to attack anyone they simply want to engage students in controversial topics
and allow students who do deny the assignments to reaffirm their faith. Fish uses various examples in order to get his point across to the readers. For
Fish's first example, and also his biggest one, he talks about the student who refused to perform the assignment of writing Jesus's name on a piece

How Tobacco Use Teaching Methods
Tobacco Use Teaching Methods
Introduction
Choosing the correct teaching method is important to help the learner retain and learn information in an effective and efficient way. Tobacco use is a
health related topic that needs further education and intervention from a nurse. Group discussion and demonstration, and return demonstration are two
teaching methods of interest to me, which I believe will be beneficial to use when educating a small group of five people about this health–related topic
are. Group discussion involves the deliverance of medical information or education to a small group of individuals which may include their family so
information, opinions can be exchanged with the nurse. This is simple way to deliver information to more than one person at one time if time
management is a concern, and the nurse is able to build trust and rapport with the group as a whole. Demonstration and return demonstration works
more effectively in a small group and involves education or teaching with the nurse and learner(s). This method also allows time for feedback from
both parties. The nurse gives the learner a demonstration of a task to perform and the learner has to attempt to carry out the task back showing
competence, and the nurse is on standby to give cues as needed.
Group discussions Group discussions are beneficial as this teaching method is useful as it allows the learners to share information about their personal
experiences and is both economically and time

The Importance Of Teaching Methods
During the assessment related to students' work samples and lesson objectives, there were no changes or adjustments. The following table summarizes
each students' learning for all evaluation criteria for this assignment.
[ Place Holder for Table] Overall, nine out of twenty (45%) students scored 88% or better on the informationalwriting assessment. Student 1 represent
level 4 above proficient students, who scored twenty–one out of twenty–four or better on the written assessment. Student 2 represent level 3 proficient
students, who scored fifteen to twenty out of a possible twenty–four points on the written assessment. Student 4 English Language Learner (ELL)
represents level 1 novice students, who scored eight or lower out of a ... Show more content on Helpwriting.net ...
Criteria Structure focus/genre: There were seven of twenty students (35%) that achieved a rating of four out of a possible four points in the criteria
Structure focus/genre that were rated as above proficient on this assessment. Student 1 was among the group that was rated above proficient for this
criteria. Student 1 prepared a writing sample called "All About Seals! A Seal's Life!" Challenges were not observed during this criteria. Student 1
provided main points that supported the topic and developed a concept about his topic. This student has exceeded the Common Core State Standard
for this criteria. However, I will continue to monitor student 1's progress and provide challenging and engaging activities to help him to achieve
greater focus when developing his subtopics. There were seven of twenty students (35%) that achieved a rating of three out of a possible four points
in the criteria Structure focus/genre that were rated as proficient on this assessment. Student 2 was among the group that was rated proficient for this
criteria. Student 2 prepared a writing sample called "All About Life In The Arctic." Minor challenges were observed during this criteria. Student 2
provided a topic that he had working knowledge of which was mostly supported by insightful details. This student has met the Common Core State
Standard for this criteria. However, I will continue to build upon student 2's knowledge by challenging him to develop ideas that

Quality And Methods Of Teaching
REVIEW OF LITERATURE
QUALITY AND METHODS OF TEACHING & EVALUATION
BY
AYESHA IFFAT
(ADDICTIONS & MENTAL HEALTH)
100573158
Abstract
Evaluation of teaching methods and determining the quality of teaching is vital to improving teaching and learning across all levels of education. What
is meant by quality of teaching, some factors affecting teaching, how it can be evaluated and what are considered effective tools for evaluation are
some of the concerns and concepts that need to be looked at and considered in devising ways to improve the process of teaching and learning. The
purpose of this review of literature was to understand these areas and concepts that have been explored in the past. Several studies evaluated methods
of teaching, whereas others looked at factors affecting teaching quality. Some other studies explored the significance of providing training to teachers,
students' performance and achievement and using instructional guides and programs. This review does not support, agree or disagree with any of the
findings and only provides a meta–analysis of previous research findings. Summary/Emerging Themes
The focus of most of the research material was centered on evaluating student ratings of teachers' effectiveness. Many studies supported the idea that
student feedback on instructors' performance can be an effective tool in evaluating the quality of teaching and finding ways to improve the teaching
process. However, several studies suggested that student

English Language Teaching Methods
Introduction According to Definitions.net, teaching method is defined as the principles and methods of instruction. Whereas, according to Claudine
Kirsch in her book 'Teaching Foreign Languages in the Primary School', language teaching method is a comprehensive approach that helps teachers
to decide what language skill(s) to develop, what activities and resources to choose and how to plan for progression. However, teaching method often
confused with teaching approach. According to Differencebetween.com, method means a process while approach is an act of coming near as in the
sense of 'a way of dealing with a person or a thing'. Generally, teaching method is about how you conduct a class and teaching approach is the way you
conduct the... Show more content on Helpwriting.net ...
It is important for the teacher take fair participation during this stage since it will create familiarity and confidence with the new language for the
learners. This is because, if the teacher absolutely flunks out from the practice, the learners might do mistakes and there is no one to correct them.
Hence, as the stage built the learners' confident to speak in the language, the might tend to repeat the same mistake over again. Therefore, the teacher
play important role to direct and to correct during this this stage, still. Example of activity: I would use split sentences as a controlled practice
activity. I give students lots of sentence halves and in pairs they try and match the beginnings and ends of the sentences. ...we won't be able to play
soccer. If I won the lottery,... E.g. Match the first sentence with its possible half. ...I'd travel around the world. If I am beautiful,... ...I think every boy
will like me. If it rains,... Source: Teaching English: Planning a Grammar Lesson by Tanya Cotter At this stage, the lesson should have been more
learner–centered. Step 3: Production This final stage also known as 'free practice' stage. According to PPP for Dummies, this stage is seen as the
culmination of the language learning process, whereby the learners have started to become independent users of the language rather than students of
the language. The teacher may give the learners communication task as a role play

Examples Of Constructivist Teaching Method
Constructivist teaching method
Constructivism is mainly a theory created on perception and logical study, about how individual learn. It says that individuals develop their own
comprehension and information of the world, through encountering things and considering those encounters. Constructivism is a theory on realizing,
which recommends that individuals get learning by encountering things and in conjunction with information that they as of now have, "develop" their
own comprehension of these things (Piaget, 2016).
Constructivism encourages the learner to be active regarding how they learn, take information and concluding it to their understanding instead of being
a passive learner (Piaget, 2016).
Examples of constructivist teaching method
In constructivist teaching the ... Show more content on Helpwriting.net ...
This technique is used in all of the methods described above. It is one of the most important distinctions of constructivist teaching methods.
Problem–Based Learning: students are provided with a general scenario and they examine all aspects it and come up with ideas, opinions and solutions
Adapted from: Gray, A. (1997). Constructivist Teaching and Learning. Retrieved November 27, 2016, from SSTA Research Centre: http:/
/www.saskschoolboards.ca/old/ResearchAndDevelopment/ResearchReports/Instruction/97–07.htm#Constructivist Teaching Involves Negotiation
Goals
Jonassen (1991) proposes that creating a constructivist–learning environment as an essential part of constructivist teaching method. He also identifies
the following goals and suggests that the goals may take one of several forms, from least to most complex:
To solve a question or an issue
To conduct a case study
To get involved with a long–term Project
Continuous involvement with a Problem (multiple cases and projects integrated at the curriculum level)
Based on these goals the learning activities can be framed in a way that students revolve around working on a problem, a case or a project.

The Communicative Language Teaching Method
The Communicative Language Teaching method, or CLT, is a product of the theory of communicated competence in language teaching.
Communicative competence focuses on the ability of learners to comprehend and be comprehensible with a certain degree of fluency. The advent of
communicative competence signaled a change from the prevailing theory of linguistic competence which focused more on the form and structure of
language. However, although CLT heavily focuses on communication with the belief that the purpose of language is the ability to use it, it does not do
this to the exclusion of the form and function. In CLT, grammar and vocabulary are learned as a result of the communication rather than through direct
instruction. In classroom use CLT does not have strict methodical guidelines but rather creates a framework for instruction. CLT is a very learner
centered process with heavy student to student interaction and nearly exclusive use of the target language. Students learn through a variety of social
interactions or communication events created by the teacher to meet real world needs. In CLT the teacher acts as a guide and an advisor and relies on
authentic teaching materials (i.e. newspaper, radio, etc.) over textbooks. Evaluation of student progress can be for accuracy or fluency. During
communication events errors are allowed but observed and correction is introduced in the class setting, not just to the individual, at a later time.
Improved communicative

Teaching Methods For Teaching And Learning
Teaching Methods
Introduction
Although teaching and learning are closely related, they are different. Good teaching is measured by the quality of learning a student is getting as
measured by the information the students will then have gained knowledge of. There is a high degree of connection between what has been learned by
students and how they then grade the teacher and the subject area. Cohen, 1981; Theall and Franklin, (2001), postulate that learners awarded high
marks to their teachers when they learned more. Thomas Angelo, also put forth the same criterion when he said; "teaching in the absence of learning is
just talking," Doyle.T. (n.d.).
Existing literature on teaching is full of methods teachers use to present ... Show more content on Helpwriting.net ...
Four teaching methodologies will be discussed herein which are;
1.The Grammar–Translation Method
Dating to as far back as the nineteenth century, this might perhaps be the most traditional method of teaching. Some of the oldest languages now
referred to as "dead" languages like Greek and Latin were taught using this method. In this method, one finds that the students will be taught a different
language in their mother tongue thus characterizing the system of "Direct translation" where words are first formed and then translated from mother
tongue to the language being learned.
The disadvantage is that simply basing on a few rules and translating from an L1 to an L2 a few practice words simplified things greatly. Without
focusing on an entire text, learning the translation of a few words at a time and translating them makes the difference between one who is totally
ignorant of a language and one who has made some baby steps towards acquiring knowledge of the language. In this regard, the language being
learned will simply be rule–governed with not much usage so one may come off without much pronunciation ability.
Passivity in learning hampers the learning processes especially when teaching language, (Fosnot, 1989). This weakens the premises of the GTM
because students learn from the teacher's activities and are seldom engaged to use the language in

The Use Of Technology In Teaching
"Teachers need to seek ways of using technology as a learning tool for their students even if they do not master the technology and cannot act as an
expert" (Raihan & Lock, 2012, p. 25). The utilization of technologies has notably changed the English teaching methods. "Technology provides so
many options as making teaching interesting and also making teaching more productive in terms of improvement" (Patel, 2013, p.116). In traditional
classrooms, teachers usually stand in front of students and give lectures and also give explanations and instructions by using the chalkboard or the
whiteboard. As stated by Joshi (2012:34), these techniques need slightly to be modified regarding with the development of the technology.
The use of technology–based texts in classroom helps student to become increasingly familiar with academic vocabulary and language structure. The
use of print, film and the internet give students chance to accumulate information and acquaint them with different materials for exploration and
translation of both language and context. The use of the internet can make the benefit of increased student motivation. "Internet presents students a
wide range of collection of English language texts in many discipline departments" (Joshi, 2012, p.34). Furthermore, use of film in teaching can help
learners to comprehend the topic with energy and build up their knowledge. At times, instructors attempt to help their learners to gain from and about
technologies, but overlook

Teaching Method Of Multimodal Literacy
A major shift in the way literacy is taught in schools has occurred in the 21st century. Today students are faced with many new forms of technology
which allow them to effectively multitask, research, communicate, create, and view much faster than ever before. Through the use of language, print
and multimedia, literacy teachers are able to effectively teach the fundamental skills of reading and writing. The ability to combine semiotic resources
(e.g. Language, gesture, images) with various modalities (e.g. visual, aural and somatic) in order to effectively investigate written and spoken language
is known as multimodal literacy. The teaching method of multimodal literacy focuses on using multimodal texts in classrooms as a way to allow
students to process information through multiple modalities, this is particularly important as students all learn in different ways. Multimodal literacy
is extremely important in today's continually advancing digital society, it encourages students to understand concepts in a complex way. "Through the
use and creation of multimodal texts, students have opportunities to use linguistic, visual and audio modes in order to experience, conceptualise,
analyse and apply meaning" (Phil Wilder, n.d). When teachers are equipped with the knowledge of how students learn they are able to effectively
combine learning strategies through the use of multimodal texts, in order to engage students and offer the best learning environment. Teaching students

The New Teaching Method Of Grit
The new teaching method, grit, has become one of the newest trends that many schools in the nation want to apply to their students; however, in reality,
grit has caused some problems because of its limitation measure. In the article "Measurement Matters: Assessing Personal Qualities Other Than
Cognitive Ability for Educational Purposes," Duckworth and Yeager stated that the new teaching method, grit, is not ready to use in schools because it
needs more trustworthy research in order to prove its success. The idea of grit is still new and limited; therefore, it is unwarranted to focus as much on
grit in education. According to the article "Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational
Purposes," scholars, practitioners, and the lay public have become too focused on measuring and changing non–cognitive qualities, more so than
cognitive ability. Non–cognitive qualities include self–control, beliefs, and skills. More schools need to reconsider "grit", which is the diligence and
passion for long–term goals. Besides, cognitive ability cannot lead to student success, but personal qualities can do it. Personal qualities are usually
measured through performance tasks, self–report, and teacher–report questionnaires. Even though questionnaires are dependable and quick in many
cases, performance tasks still are a better way to measure than questionnaires. Questionnaires basically ask a person to "integrate numerous observations
of

Developing A Strong Classroom Management Style
There are many factors that affects a student 's ability to learn and achieve. Classroom management plays a major role in the effectiveness of education
and paves the way for the teacher to engage students in learning. Classroom management creates a set of expectations, routines, rules, and
consequences. Through my experience at Olson Elementary, I have had the privilege of observing Ms. Mason, her students, and how she addresses
classroom management. Every teacher has their own approach on classroom management, but essentially instills and models and principles of instills
the goals and structure that meet the needs of their students.
A key factor in developing a strong classroom management style is having engaging instruction. Ms. Mason creates a motivating environment by using
a variety of teaching methods and tools. She uses a document camera and projector to display teaching lessons to the class. She does assignments with
the students, which engages the students and allows them to move at a pace that better suits them. She also incorporates the use of videos, current
events, and different activity stations. She also has a compelling nature about her when speaks and interacts with her students; she is animated, sincere,
and captivating. In my future classroom I would also use different teaching methods because students have different learning styles. I would incorporate
more kinesthetic and hands–on learning activities. I would want to emphasize Ron Clark's approach

Choosing The Correct Teaching Method
Teaching Methods
Introduction
Choosing the correct teaching method is important to help the learner retain and learn information in an effective and efficient way. Tobacco use is a
health related topic that needs further education and intervention from a nurse. When selecting two teaching methods that are of interest to me, which
would be beneficial to use when educating a small group of five people about this health–related topic are group discussion and demonstration and
return demonstration. Group discussion involves the deliverance of medical information or education to a small group of individuals which may include
their family so information, opinions can be exchanged with the nurse. This is simple way to deliver information to more than one person at one time
if time management is a concern, and the nurse is able to build trust and rapport with the group as a whole. Demonstration and return demonstration
works more effectively in a small group and involves education or teaching with the nurse and learner(s). This method also allows time for feedback
from both parties. The nurse gives the learner a demonstration of a task to perform and the learner has to attempt to carry out the task back showing
competence, and the nurse is on standby to give cues as needed.
Group discussions Group discussions are beneficial as this teaching method is useful as it allows the learners to share information about their personal
experiences and is both economically and

Teaching And Methods Of Teaching Essay
Although the greater population will support the favored belief that creativity is innate and is a trait that cannot be taught, my experiences help prove
that the creative thinking process is in fact a skill, or trait, that can be taught and encouraged to others. Some may argue that the teaching process does
not effect one's creativity, but according to Paulo Freire's, "'Banking' Concept of Education," teaching and methods of teaching directly affect how one
expresses their creative thinking– whether its being oppressed or expressed. This not only supports the fact that creativity can be taught, but it also
proves that creativity can be shown–or not shown– on varying levels depending on the method of teaching being used. Unfortunately, current methods
of teaching and the need for the students to meet state standards is leading to the phenomenon known as, the "creativity crisis," thus meaning that
creativity in the United States is on the decline. In order to regain control of our nation's creativity levels, we must start with our grade obsessive
educational systems and the methods of teaching being used within America's classrooms. The "creativity crisis" seems to have become an ever
growing problem in America since it started in1990– and now its repercussions are more problematic than ever before. Our economy is in a high
demand for creative thinkers, but unfortunately, America's educational systems are producing fewer and fewer creative students. It is the

Advantages Of Talk And Chalk Teaching Method
PART 1
INTRODUCTION
1.1 Introduction
This section will discuss about the teaching strategy employed by the teacher in teaching Accountings to the secondary school students. The "Talk and
Chalk" teaching method will also be discussed.
1.2Background to the Study
Rena (2010) informed that the UNESCO commissioned Report 2009 commented that "Talk and Chalk" teaching method may not be appropriate to
prepare students to move into the 21st Century. Gatto (1999) commented that the traditional teaching is inappropriate, teacher–centered with no
opportunity for students to learn problem solving skills and to experience the real world situation. Abd. Aziz (2013) believed that too much emphasis
on the pen and papers will result in students being able to do well in written work but weak in communication skills. Hence, good grades do not reflect
that ... Show more content on Helpwriting.net ...
The aim of this study is to establish the challenges of teaching financial accounting in secondary schools. The result showed that only 25–36 percent of
the students in the 9 schools obtained a credit and others are either failures or ordinary pass. It was recommended to use guided discovery in order to
teach effectively. Guidedlearning is the teaching of concept in an orderly manner from general to specific.
Cantrell (2004) suggested that there are two different teaching methods to teach financial accounting and they are exposition and inquiry. The
exposition method is considered to be the conventional way which involves leader–centered, leader–active, learner passive and content emphasis. Some
of the examples are lecture, traditional demonstration, discussion, panel discussion, guest speaker, storytelling, reading of textbooks, drama and
handouts or manuals. While the inquiry method is characterized as leader–facilitated, learner–centered, leader–facilitated, learner–active and learning
process

The Montessori And Teaching Methods
Montessori Integration Students in traditional schools may not be getting the best education they can receive. Some students grow up lacking the
necessary skills required to perform well in the real world. The Montessori Method trains students for real life situations. The children are not only
taught the standard in academics. They also develop emotional and social skills required to excel in their future careers. The Montessori Method also
puts other subcategories such as art and geology at the same level as geometry or math. Standard teaching methods lack this variety of education,
ultimately causing students to feel overwhelmed in social situations and uneducated in certain subjects. Montessori strategies should be integrated with
... Show more content on Helpwriting.net ...
In a Montessori classroom, the teacher is the guide and the materials are the teacher. Sometimes the teacher will sit kids down for a small group
lesson, but most of the time the students are working independently or with a partner. Social and behavioral skills are developed sooner in Montessori
students as opposed to traditionally taught students. A study was done in Milwaukee, Wisconsin, where two groups of 12–year–olds and two groups of
5–year–olds were given basic assessments that measured social development. One group in both age bands went to a Montessori school while the other
groups did not. Both Montessori groups scored higher on the social and behavioral development tests compared to the students who did not attend a
Montessori school (Do...). Even though Montessori students learn at their own pace, they reach beyond the standard in education. Learning is a
discovery for students rather than a chore. "Homework does not teach children responsibility, time management skills, self–discipline or more of what
they should be learning during the day. What it teaches is how to put up with a job that they dislike" (McCarthy). Responsibility, time management, and
self–discipline are not taught in traditional schools. These skills are expected to already be mastered by the student, but there are still students in
college procrastinating until the night before a deadline.
Some people argue

Culturally Responsive Teaching Methods
Improving Teaching Inquiry Report: Initial 'Draft" Considerations
I.Study Focus:
The focus of my inquiry will be to investigate the effectiveness of culturally responsive teaching methods in addressing the achievement gaps of
racially, culturally, ethnically, and linguistically diverse students (RCELD). Many researchers posit that the major causes of underachievement of
racially, culturally, ethically, and linguistically diverse students are the disproportionate representation of these students' cultural and ethnic
backgrounds within the school programs. Therefore, many RCEDL students struggle to make connections between their learning and their lived
experiences.
Culturally responsive teaching can be defined as using cultural knowledge, ... Show more content on Helpwriting.net ...
The Need of Culturally Responsive Teaching Methods To Close the Gap: The purpose of this study is to provide a framework on building inclusive
educational systems and classrooms. This study will outline strategies and offer recommendations on removing barriers to students' achievement based
on students' racial, cultural, ethic, and linguistic backgrounds. The study will emphasize the need of using culturally responsive teaching strategies to
acknowledge students diverse backgrounds and provide meaningful and relevant teaching and lesson plans to all learners. Therefore, the first part of
this study will be to outline the critical need for implementing culturally responsive teaching strategies within our classrooms today.
2. The Best Practices in Culturally Responsive Teaching: The second part of the study will focus on providing teaching strategies and frameworks that
utilize culturally responsive teaching methods. This method includes teaching that integrates students' backgrounds and experiences into the
curriculum and learning experiences that take place in the classrooms. In doing so, teachers must: 1) hold high expectations for all learners, 2) assist
students in developing cultural awareness and tolerance, 3) providing room for all students to make meaningful connections to learning

Teaching Methods For An Educator
The ability to read is the utmost significant factor behind a child's educational outcome, thus for an educator to impart the skills of literacy on to a
student is the most important aspect of primary school education. The art of reading is a multifaceted process that expands on spoken language, it
requires the mastering of a progressive set of skills which nurture a phonemic and Phonological awareness, builds a proficiency in decoding
competencies and requires the capability to implement comprehension strategies. An insight into these skills are outlined within a framework
comprised of six dynamics commonly referred to as 'the big six'. These foundation elements are essential in the reading process, and the means in which
these skill sets ... Show more content on Helpwriting.net ...
Doing this helps a teacher plan learning experiences that best harmonises with the needs of the child (Winch, Johnston, March, Ljungdahl, & Holliday,
2014). It is good practise to retain these assessment results as the commencement of a running record on each child. Utilising running records enables
teachers to secure a comprehensive and accurate assessment of a student's reading ability (Department of Education and Child Development, 2012). As
this assessment information follows the progression of a student's reading development throughout their primary years it helps identify children that are
struggling early in their journey (Department of Education and Child Development, 2012).
Determining a student's level of phonological awareness, does the student hear, analyse and manipulate the sounds and syllables of spoken words? Do
they understand speech is a combination of separate words? Does the child distinguish the individual sounds or phenomes that form syllables? Can
they identify rhyming words? Do they blend or exchange sounds to make new word combinations? These are the questions educators need to firstly
find answers too and secondly teach in order to tutor children in reading (Reid Lyon, 2008). It is crucial to build upon a child's phonemic awareness, if
children struggle to isolate the sounds of spoken word, it will be difficult for them to relate these sounds to their represented letters (Fellows

Cooperative Method of Teaching Maths
USING COOPERATIVE LEARNING TO FACILITATE THE EDUCATION OF LIBERIA'S YOUTH IN THE NEW MILLENNIUM
INTRODUCTION
With the ending of the war in Liberia, the transitional period of an interim government, and the election of a new leader to carry the country into the
new millennium, a new chapter has begun in the continuing history of the Liberian people. One would hope that the process of nation building is in
full swing and all endeavors are underway to bring Liberia back to a state of normalcy, out of the darkness of despair and hopelessness that had
engulfed the country for the past fifteen years.
One of the most important focus of this building process should be the youth of the nation. A sound investment in the future of Liberia must... Show
more content on Helpwriting.net ...
It involves small groups of learners working together as teams to solve problems, complete a task, or accomplish common goals. The small group of
learners must promote each other's learning, must promote each other's success, and hold each other personally and individually accountable to do his
or her fair share of the work [4].
First, group members must perceive that they are part of a team and that they all have a common goal. Second, group members must realize that the
problem they will solve is a group problem and that all members will share the group's success or failure. Third, to accomplish the group's goal, all
students must talk with one another–––to discuss all problems. Finally, it must be clear to all that each member's individual work has a direct effect on
the group's success. Teamwork is important.
It is not cooperation learning if students sit together in groups and work on problems individually. It is not cooperative learning if students sit together
in groups and let one person do all the work and the others just put their names on the final product. It is not cooperative learning if students do a task
individually with instructions that the ones who finish first are to help the slower students.
In the real world, most practical problems are addressed by groups, committees and organizations, rather

How Male And Female Students Use Language Differently...
In the excerpt "How Male and Female Students Use Language Differently" originally published in a book called You Just Don't Understand: Women
and Men in Conversation in 1990, Deborah Tannen observes that one method of teaching a class does not necessarily work for all other classes. Based
on her research, she finds that classrooms are often dominated by male students, because most instructors use a teaching method called "ritual
opposition", which exhibits "public display followed by argument and challenge" that cater to male students more than female students (Tannen 370).
Most instructors believe that classroom participation, where students are expected to contribute to classroom discussions, will determine students'
success. Consequently, ... Show more content on Helpwriting.net ...
Despite the problem of genders in a classroom, another main issue that appeared comes with a growing diversity of students. Tannen says, "treating
people the same is not equal treatment if they are not the same" (373). In her experiment, Tannen separates her classroom of twenty students into
several smaller groups to discuss their reading throughout the semester. She devises three ways of separating the groups by gender, the level of
education, and conversational style. Tannen believes that smaller group works effectively to promote students to participate in classroom discussion.
She monitors their conversation and association with one another and takes note of the people she assumed to be quiet. Afterward, she learns that the
students she presume to be quiet are actually "talkative" in smaller group, which reveals that she has held certain stereotypes. Eventually, she realizes
that "no one's conversational style is absolution; everyone's style changes in response to the context and others' style" (372). Accordingly, instructors
should monitor the interaction between students and figure out the best solution to help them overcome the barriers within a large group of

Effective Teaching Methods for ELL Students

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