Attitude can change each phase of a person’s life, including their education. Student attitudes on learning decide their ability and eagerness to learn. If negative attitudes are not changed, a student is doubtful to continue his education beyond what is necessary. Altering a student’s negative attitudes towards learning is approach that involves deciding the factors governing the attitude and using this information to bring about transformation. How teachers decide student attitudes on learning? The answer is uncomplicated: it is when students do not have inspiration and enthusiasm, they fail to grasp the subject. Students at a particular age level appear to longing a positive attitude and the motivation to learn. Once teachers reveal student attitudes on learning, the challenge is making use of the information to form a positive attitude. Higher class i.e. final year students can make out the upcoming results of their learning, such as a better career opportunities and money.
First year students, though, are too juvenile to see the big picture. To them, the need for progress and return is immediate. At the least, students have to learn, be open and take part in the learning course of action to understand happiness from learning. A positive learning attitude needs inspiration and fulfillment; the moment of those changeable factors depend on the age of the student. Student approach on learning, good or bad have an effect on their viewpoint in the direction of learning all the way through life. Their attitude towards learning influences not only their extent of education but their rationale for education. Two teaching methods, Direct Teaching and Supportive Learning, present example of how students are either motivated or discouraged by the teaching method.
Teaching Methods: Direct Teaching is used to inculcate facts and master fundamental aptitudes. The teacher outline what will be taught, teaches the subject and recap what is learned. This form of teaching, on the other hand, can dishearten creativeness and contribution as part of the learning process. In contrast, the Supportive Learning method involves teams of students working jointly to complete assignments. Nevertheless, while contributing to the advanced learner and leader student, it can pressurize the introverted slow learner.
Making a list of the crucial elements of teaching practice is a great approach to improve the teaching technique.
- Content knowledge: Identify the material. If it’s new, study a lot before teaching.
- Intentionality and preparation: Know the core thing you wish to teach each lesson, and prepare comprehensively to teach it.
- Differentiation of instruction: Use differentiated lessons and assessments to target various learning styles.
- Flexibility: Assess, formally and informally, as you teach, and adjust when your plan isn’t working.
- Classroom management: Plan your classroom routine cautiously, so your class stays productive, avoids confusion, and remains ready for the unpredicted happenings.
- Growth mindset and a culture of error: Indicate students that learning involves taking risks and making mistakes.
- High expectations: Constantly work on how to convey through proper choice of words, tone, gestures, and facial expressions and how to cope when they still don’t learn.
- A community of mutual respect and safety: Students can’t learn if they don’t feel safe. Therefore be patient and convey the things peacefully.
- A student-centered, student-created environment: Create a space where students actively participate in planning, creating, and evaluating. It should be more than just four walls covered in student work.
- Real life: Teachers are real people, students are real people, and content and conversation are initiated from and return to the world outside school. Provide examples from real life while teaching.
- Professional development and constructive teacher collaboration: Always be learning, from conferences, media, research studies, and, perhaps most importantly, colleagues.
- Joy: Joy is common to all classrooms and teachers. Have a high regard for it and enjoy yourself. Discuss your plan with co-workers, propose a professional development task, and encourage your students for feedback. Listing is a useful exercise that can open up new pathways for discussion, collaboration, and profound thinking about our profession.