Creating a Positive learning Environment

To have a productive and a pleasant learning environment the first thing need to be done by the teacher is setting classroom rules with inclusion of students’ ideas. Through these rules, they can be guided and roadmap can be shown to build their behavior in the class. Teachers may discuss the general rules for the class room and paste it on the wall to create effective behaviors in the class. 

Moreover to have a better concentration and for a meaningful learning environment, learners should be motivated by adding reinforcements like appreciating when they give the right answer.  Self-esteem of the students has to be developed through speeches and modeling. Students should learn inter-personal skills, and cooperative learning methods have to be developed to improve social skills of the students. Group works and other collaborative learning methods like circle the sage have to be conducted with mixed ability students.

Ways to gain Students corporation

• •         Dealing with misbehavior,
• •         Planning activities,
• •         Having materials ready,
• •         Making appropriate behavioral and academic demands on students,
• •         Giving clear signals,
• •         Accomplishing transition smoothly,
• •         Foreseeing problems before they start,
• •         Selecting and sequencing activities so that the floor and interest is maintained.

Expression of disappointment to use in the class.

• Loss of privileges.

• Time-out: exclusion from the group/

• Written reflection on the problem.

• Visit to the Principal’s office.

• Detention.

• Contacting parents

Roza, I. (2012, April 26). Creating a Positive learning Environment. Unpublished lecture notes, the Maldives national University, Maldives

Assessment and Evaluation

In order to have a meaningful learning and to see whether the objectives are being achieved, it is essential to incorporate a wide variety of assessments and evaluations in to teaching. Formative assessments serve as practice for the student and a check for understanding during the learning process. It also guides the teacher in making decisions about future instruction. 

According  to Catherine, G. Michael, E. (2013) in order to a have a formative assessment, teacher can observe the students while they are on work, pose questions orally as well as in the written form, can set the criteria or goal for students’ tasks and also can have self and peer assessment methods etc

Summative assessment can be given periodically to determine at a particular point in time what students know and do not know. These can be mostly used as part of grading process like end of unit or chapter tests and end of term or semester exams.

Use of assessment methods improve the metacognitive thinking of the students and keeps them on track by evaluating themselves while providing effective teaching methods based on students level to the teacher

Catherine,G. Michael, E.(2013).  Formative and Summative Assessments in the Classroom. Retrieved May 02, 2013, from http://www.amle.org/publications/webexclusive/assessment/tabid/1120/default.aspx

Applying Effective Instructional Techniques and Strategies

It is true that the use of effective teaching strategies create a positive learning environment. Motivating the students towards their learning, thinking critically and to increase their productivity. Students have to be communicated effectively with both direct and indirect instruction strategies. However when applying these strategies, individual difference have to be taken in to account. Teachers have to consider the students with different ability and different learning style.

Direct instruction strategies

Accordin to Nazira (2013), it is a strategy in which the teacher are the major information provider.

With the use of this strategy, it is easy to keep the students on track without deviation.

Teacher’s role is to pass facts rules or action sequences on to students in most direct way possible.         

The direct instruction model includes presentation and recitation, as well as teacher-student interactions.

Indirect Instruction strategies

According to Nazira (2013), in indirect instruction, the learner acquires information by transforming stimulus material into a response that requires the learner to rearrange and elaborate on stimulus material.

It is approach to teaching and learning in which concepts, patterns, and abstractions are taught in the context of strategies that emphasize concept learning, inquiry, and problem solving.

Reference

Nazira, H. (2013, February 21). Effective Teaching Methods: Teaching Strategies for Direct Instruction.  Unpublished lecture notes, the Maldives national University, Maldives 

Nazira, H. (2013, February 21). Effective Teaching Methods: Indirect Instruction Strategies.  Unpublished lecture notes, the Maldives national University, Maldives 

Student diversity

Some of the differences we notice from classrooms are:

Dress style, gender, race, age, ethnicity, physical abilities, family history, religion, political beliefs, intellectual ability and learning styles. (Roza, 2013)

Overview

• Gender differences and gender bias.
• Cultural and socio economic diversity.
• Students with special Needs.
• Designing teaching to allow all the students to learn their fullest potential and demonstrate proficiency towards the standard

Understanding Learner characteristics and learning style.

Dunn and Dunn (1992),learning styles as the way "each learner begins to concentrate on, process and remember new and difficult information" Only by examining each individual’s multidimensional characteristics, can we identify that person’s learning style. “an individual’s learning style is the way that person begins to process, internalize and concentrate on new material” Each person learns in a unique way. Howard Gardner's (1993) theory regarding the nature of intelligence stresses the importance of not viewing intelligence as a uni-dimensional construct, like the "general-factor," but rather as a series of independent intelligences:

 (a) verbal/linguistic

(b) logical/mathematical

(c) visual/spatial intelligence

 (d) bodily/kinesthetic

(e) musical/rhythmic

 (f) interpersonal

(g) intrapersonal

 (h) naturalistic