Evaluation/Justification of the above strategy "DOL 1 Establish a relationship with student in the class":
Aristotle described young people as passionate, irascible, and apt to be carried away by their impulses (Larson & Lampman-Petraitis, 1989, as cited in Knipe, 2007, p. 106). Research presents that the things that make young people happy and productive include supportive schooling and high quality interactions with teachers (Park, 2004, as cited in Knipe, 2007, p. 107). The chosen strategy ensures that students are comfortable and energised in the classroom and develop feelings of self-worth and importance.
Research shows that middle year student’s school retention rate is low (Education and Training Reforms for the Future, 2002). Reupert and Maybery (2006, as cited in Knipe, 2007, p. 115) declared that developing a positive relationship with students is the backbone of effective pedagogy. The research evidence supports the view that teachers need to be friendly, firm and relate well to their students for creating an inspiring learning atmosphere (Pendergast & Bahr, 2010, p. 265). Students learning in an encouraging classroom climate develop positive attitudes and perceptions (Marzano & Pickering, 1997). Dargusch and Ham (2013) stated that learning is affected by the context in which an idea is taught as well as by student’s beliefs and attitudes. This confirms that positive student-teacher relationship is vital to enhance student’s engagement in school and their motivation to learn.
Young adolescents crave the attention and response of others (Ewing et al., 2010, p. 191). When teachers make an effort to nurture young adolescent’s psychological models, students experience a wide range of positive educational and developmental outcomes (O’Donnell et al., 2011, p. 454). The Australian Association of Mathematics Teachers (2002) advocate that appropriate learning environment fosters understanding and enjoyment of and enthusiasm for mathematics. The chosen strategy addresses the adolescent's basic need of belonging and acceptance, and enriches their engagement and learning confidence and improves middle year student’s school retention.
Appendix 10.4.2: Flowchart
http://vijay-financialratios-test.weebly.com/interest-rate-flowchart.html
Appendix 11.1: Maintain positive student-teacher relationship:
http://vijay-financialratios-test.weebly.com/effective-communication.html
Aristotle described young people as passionate, irascible, and apt to be carried away by their impulses (Larson & Lampman-Petraitis, 1989, as cited in Knipe, 2007, p. 106). Research presents that the things that make young people happy and productive include supportive schooling and high quality interactions with teachers (Park, 2004, as cited in Knipe, 2007, p. 107). The chosen strategy ensures that students are comfortable and energised in the classroom and develop feelings of self-worth and importance.
Research shows that middle year student’s school retention rate is low (Education and Training Reforms for the Future, 2002). Reupert and Maybery (2006, as cited in Knipe, 2007, p. 115) declared that developing a positive relationship with students is the backbone of effective pedagogy. The research evidence supports the view that teachers need to be friendly, firm and relate well to their students for creating an inspiring learning atmosphere (Pendergast & Bahr, 2010, p. 265). Students learning in an encouraging classroom climate develop positive attitudes and perceptions (Marzano & Pickering, 1997). Dargusch and Ham (2013) stated that learning is affected by the context in which an idea is taught as well as by student’s beliefs and attitudes. This confirms that positive student-teacher relationship is vital to enhance student’s engagement in school and their motivation to learn.
Young adolescents crave the attention and response of others (Ewing et al., 2010, p. 191). When teachers make an effort to nurture young adolescent’s psychological models, students experience a wide range of positive educational and developmental outcomes (O’Donnell et al., 2011, p. 454). The Australian Association of Mathematics Teachers (2002) advocate that appropriate learning environment fosters understanding and enjoyment of and enthusiasm for mathematics. The chosen strategy addresses the adolescent's basic need of belonging and acceptance, and enriches their engagement and learning confidence and improves middle year student’s school retention.
Appendix 10.4.2: Flowchart
http://vijay-financialratios-test.weebly.com/interest-rate-flowchart.html
Appendix 11.1: Maintain positive student-teacher relationship:
http://vijay-financialratios-test.weebly.com/effective-communication.html