澳洲墨尔本代写assignment:教师对学生负责

2017-07-22 00:00

在小学和中学，研究人员强烈认为教师应该对学生所在的地方负责，而不是在大学三级。这是因为这个年龄组的孩子一般落下（儿童青少年）天生好奇和最初的内在动机[ 1957 ]科恩。他们也有容易分心的危险，因为他们的注意力跨度很短。任何促进者都应该把学生的超然教育作为他们的首要任务。为了使每个学生受益，老师要分清哪些是最好的，然后决定坐在哪里。至于高等教育，学生将成熟到可以决定在哪里坐，他们是否在学习过程和学术需求上做出了正确的决定。竞争激烈，学生坐在课堂上对他们的成绩有很大的影响。坐在第一排的学生有一定的优势，根据宾夕法尼亚州威尔克斯大学的院长Paul Adams博士说。之所以如此，是因为后面的学生很容易分心，尤其是青少年时期的青少年。在班上留下的一些学生可能会感到被忽视、气馁和不被认可，而不是被激励去工作。根据他的研究，格里菲思（1921）认为房间的前排和中间座位是最好的表演场所。座位安排是重要的课堂设置活动，因为他们有可能防止问题的行为，减少学生的注意力和减少可用的教学时间。在一个学校的整个过程中，都应包括座位安排的干预措施，以帮助行为泛化。重点刺激条件而不是结果，可以帮助教师谨慎预防问题行为发生之前，避免使用不必要的干预。同样的干预措施的基础上自然的后果是不太可能导致行为的综合干预措施，控制自然发生了[ wheldall，Morris，沃恩和吴。1981 ]。让学生坐在教室里，要鼓励所期望的行为或有助于学生不良行为的潜在。（丹尼尔斯1998）。座位安排是教师通常控制的一个因素。课堂安排对学生的行为、学业成绩和成就有显著影响（进度和价格2005）。
澳洲墨尔本代写assignment:教师对学生负责
In the primary and secondary school, researchers have strongly believed that teachers should be responsible for where their students sit but not in tertiary level. This is so because children in general falling under this age group (childhood-adolescent) are naturally inquisitive and are initially intrinsically motivated [Kohn 1957]. They are also at the risk of being easily distracted because their attention span is very short. Any facilitator should consider their student's transcendent education to be their main priority. For each lesson taught to be beneficial to each student, the teacher would distinguish what is best for them and decide on where he or she should be seated. As for tertiary level, students would be mature enough to decide where to sit and whether or not they are making a right decision to benefit them in their learning process and academic needs.Depending on where students adopt a position in a classroom may affect their grades. The competition for grades is intense, and where a student sit in class can make a major impact in their grades. Students who sit in the first row have a definite advantage, according to [Dr. Paul Adams, a dean at Wilkes University in Wilkes-Barre, Pa.]. This is so because students in the back may be easily distracted especially the childhood-adolescence group. Some students left at the back of the class may feel ignored, discouraged and less recognised instead of being motivated to work. According to his research, Griffith (1921) determined that the front and centre seats of the room were the best places to perform well. Seating arrangements are important classroom setting events, because they have the potential to prevent problem behaviours that decrease student's attention and diminish available instructional time. Interventions involving seating arrangements should be incorporated throughout the course of a school day in order to aid with behavioural generalization. Focusing on stimulus conditions rather than consequences, may help teachers to discretely prevent problem behaviours before they occur and avoid utilizing unnecessarily intrusive interventions. Also interventions based on unnatural consequences are less likely to lead to behavioural generalization than interventions that control naturally occurring reinforces [Wheldall, Morris,Vaughan and Ng. 1981]. Where students sit in the classroom, has the potential to encourage desirable behaviour or contribute to students' misbehaviour. (Daniels 1998). Seating arrangement is one factor that is typically under teacher's control. Classroom arrangement significantly impacts on students' behaviour, academic performance and achievements (Pace and Price 2005).

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