Reefer paulette (6 risultati)

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Essay from the year 2015 in the subject Pedagogy - The Teacher, Educational Leadership, grade: B, The University of Liverpool, course: EdD Education, language: English, abstract: The constructivist learning theory based on the psychological theory of the active construction of knowledge by the learner has been bandied by educators and researchers for several decades for use in the classroom as more successful than the traditional transmission model of teaching in virtually every discipline. Often the discourse of the usefulness of the constructivist approach in pedagogy has been pedalled to both the practicing and neophytes' teachers and lecturers as undisputed and capable of astounding results. Teachers and lecturers, in response, often have simply incorporated some group work and project work in their courses and rationalised that this may be sufficient inclusion of a student centred approach without any greater understanding of what a constructivist approach to teaching or lecturing comprises. Granted that the majority of teachers are given inadequate training for the use of constructivist approaches, they have merely paid lip service to its use and have not in the majority of cases demonstrated the art of engaging with the constructivist approach to the maximum potential. A major problem with the implementation of constructivist approaches is the inadequate training and comprehension of constructivist strategies to be employed in subject-specific domains. This paper offers an examination of the literature from the perspective of the problem of unsatisfactory implementation of constructivist strategies in the classroom.…

Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - Seminar paper from the year 1993 in the subject Pedagogy - School Pedagogics, grade: A, The University of the West Indies, St. Augustine , course: In Service Diploma in Education Programme, language: English, abstract: This essay attempts to engage in a philosophical, psychological and sociological exploration of the misconceptions and the truths of the statement: 'Effective management of classroom learning can best be achieved through discipline.' This essay proposes that there are varying kinds of discipline, types that can be counterproductive to the processes of education and learning and others which can result in increased and effective management of teaching and learning within the classroom. The topic under discussion is thus considered a highly contentious and debatable issue.This essay addresses the underlying assumptions of the statement which suggest that there are other methods of effective management of classroom learning, but discipline is the best approach. In addition, it explores the subsequent logical conclusion that if, indeed, discipline is the best method for effectively managing classroom learning; it follows that the best disciplinarians will achieve optimum learning with students of their classrooms.In conventional usage discipline means, 'to bring under control, to educate or train.' There is a distinction to be made between varying types of discipline prevailing within schools. These can be placed easily into two categories; good: effective discipline and bad: ineffective discipline. Phillips, Weiner, and Haring explain that good discipline is not a matter of punishment or a brutal attitude. It emphasizes the development of a structure which is conducive to the child's learning, achieving and developing emotional and social maturity.They posit that good discipline in schools helps to promote self-discipline as a habitual way of behaving. Self-discipline contributes to self-assurance and thus affects one's outlook and confidence, and as such, it is conducive to learning. On the other hand, they refer to bad discipline as discipline that is too harsh, too quickly administered, and too defeating (Haring, Weiner, and Phillips, 1960).Close and prolonged observation within many public and private schools at both primary and secondary levels would perhaps reveal varying interlacing of both good and bad discipline systems.Few would argue that maintaining good discipline is a necessary prerequisite to establishing a school or classroom climate that is conducive to learning. This belief is conceded to by Curving and Mendler. …

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Essay from the year 2015 in the subject Pedagogy - The Teacher, Educational Leadership, grade: B, The University of Liverpool, course: EdD Education, language: English, abstract: The constructivist learning theory based on the psychological theory of the active construction of knowledge by the learner has been bandied by educators and researchers for several decades for use in the classroom as more successful than the traditional transmission model of teaching in virtually every discipline. Often the discourse of the usefulness of the constructivist approach in pedagogy has been pedalled to both the practicing and neophytes' teachers and lecturers as undisputed and capable of astounding results. Teachers and lecturers, in response, often have simply incorporated some group work and project work in their courses and rationalised that this may be sufficient inclusion of a student centred approach without any greater understanding of what a constructivist approach to teaching or lecturing comprises. Granted that the majority of teachers are given inadequate training for the use of constructivist approaches, they have merely paid lip service to its use and have not in the majority of cases demonstrated the art of engaging with the constructivist approach to the maximum potential. A major problem with the implementation of constructivist approaches is the inadequate training and comprehension of constructivist strategies to be employed in subject-specific domains. This paper offers an examination of the literature from the perspective of the problem of unsatisfactory implementation of constructivist strategies in the classroom. 16 pp. Englisch.…

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -Seminar paper from the year 1993 in the subject Pedagogy - School Pedagogics, grade: A, The University of the West Indies, St. Augustine , course: In Service Diploma in Education Programme, language: English, abstract: This essay attempts to engage in a philosophical, psychological and sociological exploration of the misconceptions and the truths of the statement: 'Effective management of classroom learning can best be achieved through discipline.' This essay proposes that there are varying kinds of discipline, types that can be counterproductive to the processes of education and learning and others which can result in increased and effective management of teaching and learning within the classroom. The topic under discussion is thus considered a highly contentious and debatable issue.This essay addresses the underlying assumptions of the statement which suggest that there are other methods of effective management of classroom learning, but discipline is the best approach. In addition, it explores the subsequent logical conclusion that if, indeed, discipline is the best method for effectively managing classroom learning; it follows that the best disciplinarians will achieve optimum learning with students of their classrooms.In conventional usage discipline means, 'to bring under control, to educate or train.' There is a distinction to be made between varying types of discipline prevailing within schools. These can be placed easily into two categories; good: effective discipline and bad: ineffective discipline. Phillips, Weiner, and Haring explain that good discipline is not a matter of punishment or a brutal attitude. It emphasizes the development of a structure which is conducive to the child's learning, achieving and developing emotional and social maturity.They posit that good discipline in schools helps to promote self-discipline as a habitual way of behaving. Self-discipline contributes to self-assurance and thus affects one's outlook and confidence, and as such, it is conducive to learning. On the other hand, they refer to bad discipline as discipline that is too harsh, too quickly administered, and too defeating (Haring, Weiner, and Phillips, 1960).Close and prolonged observation within many public and private schools at both primary and secondary levels would perhaps reveal varying interlacing of both good and bad discipline systems.Few would argue that maintaining good discipline is a necessary prerequisite to establishing a school or classroom climate that is conducive to learning. This belief is conceded to by Curving and Mendler. 16 pp. Englisch. …

Taschenbuch. Condizione: Neu. Constructivist Strategy Questioned. Problem-based, Experiential and Inquiry-based teaching | Paulette Reefer | Taschenbuch | 16 S. | Englisch | 2016 | GRIN Verlag | EAN 9783668336636 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu Print on Demand.…

Taschenbuch. Condizione: Neu. Is discipline the best way to achieve an effective management of classroom learning? | Paulette Reefer | Taschenbuch | 16 S. | Englisch | 2016 | GRIN Verlag | EAN 9783668359529 | Verantwortliche Person für die EU: GRIN Publishing GmbH, Waltherstr. 23, 80337 München, info[at]grin[dot]com | Anbieter: preigu Print on Demand. …