class="entry-title">Environmental Factors in Educational Settings

What the student learns must be relevant to him. He should be encouraged to make connections between what is learned in the classroom and the experiences of his daily activities. This real-world context allows for the student to reflect upon the application of what he learns in the classroom. Carol Rodgers describes this reflection as a meaning-making process that moves the learner from one experience into the next with deeper understanding of its relationships with and connections to other experiences and ideas.

(845 Rodgers) One role of the teacher is to rouse this sort of reflection when it is appropriately related to the class material. When the student integrates his own interests and musings into class projects and discussions, the teachers should take his ideas seriously and motivate him to build upon them. Effective Classroom Management Strategies Along with creating a positive and supportive home environment, implementing effective classroom management strategies can further enhance a student’s learning experience.

The home environment plays a significant role in shaping a student’s learning outcomes and behavior. Factors such as family dynamics, support, and educational expectations can impact a student’s academic performance. Additionally, the physical surroundings, including lighting, noise levels, and cleanliness, can influence a student’s focus and behavior in the classroom. Processed and sugary foods can lead to inflammation in the body, which can result in decreased blood flow to the brain.

This reduction in blood flow can impair a student’s ability to concentrate and retain information, ultimately affecting their academic performance. The teacher’s other core responsibility—to provide guidance and resources for school homework students when they need them—includes ensuring that they have mastered fundamental concepts necessary for progressing toward more complex ideas. Automaticity, the ability to effortlessly recall material gained from practise, “frees space in the student’s working memory, which can be used for application and higher-level thinking” (64 Rosenshine).

This automaticity is lauded in Direct Instruction as “perfect practise”, which stresses the necessary “accuracy, fluency, endurance, momentum, retention, and maintenance” (21 Kuzioff) of the fundamental concepts in a given subject. Automaticity is in itself a resource that is present in the student, and as a resource, the teacher should encourage its cultivation. Role of Assessment The student’s grade should not necessarily reflect how many answers he got wrong or right on his tests or how his projects compared to the rest of his class; instead, they should be a measurement of the progress he has made over the course of his education.

If you have any questions concerning wherever and how to use #kidsontheyard, you can make contact with us at our web-site. This means that the teacher must initially assess the student’s typical work output at the beginning of classes, to use as a reference point for progress made during the course. Additionally, each time a new subject is begun in class, the teacher should try to obtain some idea of the students’ initial abilities at comprehending it, what Popham refers to as pretest data (14 Popham). History should not be taught as a series of isolated, decontextualised events.

This is what Paulo Freire calls “banking”, which allows the students only to memorise and sort information so that it can be reproduced upon demand (Freire 58). drawing