Mindset – mental attitude which defines how one interprets and responds to situations (Dweck, 2012).
Previously people believed that intelligence was fixed and that it could only be measured by way of an IQ test. This theory claimed that no matter how one learned, the intelligence stayed the same.
Present Theory
Advances the fact that what one is born with does not matter; what matters is their mindset.
Types of Mindset
Mindset can be either positive or negative:
Negative mindset is also referred to as fixed mindset.
A positive mindset is, on the other hand, referred to as growth mindset. This is because it envisions growth.
Fixed Mindset
Fixed minded people tend to avoid challenges. They do this due to fear of failure since they feel this may negatively impact their self-image.
Fixed mindset people quickly give up and view effort as fruitless.
Ignoring useful negative feedback is what also characterizes people with a fixed mindset. In most cases, they take such criticism as an insult. They fail to realize that such feedback points to their capabilities and not self-esteem.
Growth Mindset
Growth mindset has several advantages for students and the general public. People with growth mindset desire to learn. They believe that intelligence is progressive and not static (Tough, 2012).
Embracing challenges is the hallmark of growth mindset. This is because people with positive mindset know that out of any challenge they will come out stronger.
Setbacks do not hold back people with growth mindset. Thus, both internal, as well as external setbacks, do not discourage them.
Effort is seen as a roadmap to mastery.
Criticism and negative feedback for people with growth mindset are taken as principle sources of growth and mastery of skills. Students who have a growth mindset know that they can learn from constructive criticism and negative feedback (Duckworth, 2016).
Application to Students
Students should know that their mindset is the greatest determinant of their success.
No student should feel that they are slow or dumb; anybody can learn well. Those who feel otherwise should instead find out what they did not understand and probe further for useful strategies (Ricci, 2013)
Students should be open to criticism and negative feedback.
Students should know that effort is vital for any success. Judgment on one’s ability should not be taken as it is; effort and persistence can bring the whole difference.
References
Duckworth, A. (2016). Grit: The power of passion and perseverance. London : Vermilion.
Dweck, C. S. (2012). Mindset: How you can fulfill your potential. London: Robinson.
Ricci, M. C. (2013). Mindsets in the classroom: Building a culture of success and student achievement in schools. Texas: Prufrock Press.
Tough, P. (2012). How children succeed: Grit, curiosity, and the hidden power of character. Boston: Houghton Mifflin Harcourt.
The observed self-contained class consists of 9 students, 6 boys and 3 girls, mixed with grades kindergarten through the second grade. All the students are taught based on the IEP (Individualized Educational Program). The ground for the IEP is learning disability (nonverbal learning disorder).
Two students, a boy and a girl, also have hearing disability (hearing impairment). The learning process is conducted by one special ed (certified) teacher, and one instructional assistant. The hearing device (telex) is used by students with the hearing disability.
The object of my observation was the learning process, the interpersonal relations and communication within the classroom, and the daily routines. The aim of my observation was to analyze what challenges the students’ special needs create for their learning, and how the learning process is adapted to them.
How is space arranged in this classroom?
The classroom is large, and students have enough space to move comfortably. There is a special space where the children can have rest and play between the lessons. The students sit at the large group table situated close to the whiteboard.
The students who have hearing impairments sit closer to a speaker’s place. During the lesson, the teacher works near the whiteboard and sometimes joins the students. The instructional assistant sits together with the students with the hearing disability.
How is space arranged in the yard?
The school has a well-equipped play yard where children spend time after lunch. The students are allowed attending the yard with their Instructional Assistant only.
Is the classroom safe and healthy?
The classroom seems to be safe. It is a bit dark due to its location, but the light is turned on when necessary. The furniture is well-arrange and gives the students an opportunity to actively move in the classroom. Students have their own bathrooms located inside their classroom.
What kind of materials are available to the children to encourage learning?
The classroom is equipped with a whiteboard and a projector. The teacher actively uses the classroom space to encourage the students’ interest in learning and creative work. The walls are covered with the thematic boards where students are expected to share information and demonstrate their works.
There are the Social Studies board and the Science board. The students are weekly assigned to prepare interesting information relevant to the lesson topics: a table or a scheme, a drawing etc. There is a wordwall and a set of educational games in the classroom.
What kinds of classroom routines do you notice?
The classroom routine is not noticeable. Between the lessons, a class leader assigned weekly is expected to observe the order in the classroom and the students’ discipline. The boy who had the responsibility of a class leader during my observation was not able to cope with his task.
During the lessons, the discipline is quite difficult to maintain. Due to the students’ learning disorder, the teacher is often interrupted by the children who do not stay focused or are just annoyed by their inability to understand a speaker. Sometimes a student leaves his/her place, and the teacher has to ask him/her to take his/her seat.
How is the day scheduled?
The students arrive at 8:20-8:25, and the lessons begin at 8:30. The day schedule is posted on the wall. The students had the following lessons: Reading/Language Arts, Science, Social Studies; the lunch/recess was at 10:45/11:30 pm. Then, the children had Math and Health.
Who talks to children? How and when?
Due to nonverbal learning difficulty, students experience difficulties in communicating with the teacher and with each other. The teacher offers the teamwork tasks cautiously, as cooperation seems challenging for them.
Between the lessons, it seemed that the students communicated within settled groups: they preferred to talk to one or two friends and avoided communication with the rest of the class. Two students with the hearing impairment mostly talk to each other.
Despite communication difficulties, it is noticeable that the students have communication needs and are glad when the teacher initiates a conversation. During my observation, the teacher talked to the students between the lessons, and the students seemed to enjoy the conversation.
What levels of play are different children engaged in?
During the lessons, the teacher actively uses games to present the new material and improve the students’ skills. On the one hand, this impacts the discipline in the classroom, and the teacher often has to raise the voice.
On the other hand, a game helps to draw and keep the students’ attention. The teacher uses the “teacher vs students”, “teacher vs a student”, “a student vs a student” formats and avoids offering the “students vs students” games.
Between the lessons, the students play in small groups. They are offered the educational games but they prefer to develop games on their own.
Describe an instructional activity observed
The topic of the Science lesson observed by me was “Who eats what?” (nutrition in the wild nature an in the human society). The aim of the lesson was to introduce the notions of a herbivore, a predator, a mammal, vegetarianism, a food chain and oth.
One of the activities was the collective brainstorming. The teacher asked the class about different animals, and the students were expected to say what each of the animals eats and define whether it is a herbivore, a predator or omnivorous.
Using the projector, the teacher showed the students the essence of a food chain. After than, the children were given a list of the animals and had to compose a food chain in teams. The teamwork was difficult to manage, as students did not want to cooperate and broke discipline. One girl started explaining that she felt sorry for the fact that animals eat each other.
Describe how the children’s socio-emotional needs are met
The students of the observed class have very specific socio-emotional needs. On the one hand, they have difficulties in acquiring knowledge and skills, cooperating, communicating, speaking in public and expressing their ideas. On the other hand, they concern about their performance and achievements. The children are afraid of criticism, as well as of being a poor achiever.
The teacher demonstrates patience and understanding during the lessons. She actively encourages the students and compliments them. However, she has to raise voice to maintain discipline, though avoiding using the intonation of anger.
The teacher does not explicitly force communication between the students understanding it is difficult for them. However, she puts effort in creating friendly relations between them. During my observation, she had a conversation with two children who then continued talking to each other.
How does the teacher manage the classroom?
The teacher maintains lively and creative environment in the classroom. She encourages the students to share ideas and actively participate in activities. The assistant helps the teacher to conduct the lesson successfully.
The lessons are lively and intensive due to the students’ energy. They are quite well-motivated and willing to take part in classroom activities, especially when they can learn and have fun simultaneously. The teacher uses compliments and jokes to maintain the students’ spirit.
She raises the voice when the discipline is broken, but then tries to draw the students’ attention and involve them into the work very quickly. She reacts on the students’ mistakes and questions very carefully in order to not insult them.
How are different children learning?
The nonverbal learning disorder has diverse symptoms that impact the learning process. However, the students of the class have a range of common problems, such as bad attention, emotional instability, difficulties in communication and comprehension of a speaker, problems with sharing ideas, and other. Most students cannot concentrate when the teacher is presenting the new material.
They also lose interest when the information seems difficult for them. However, they often feel shy to ask a teacher for additional explanation. I also noticed that for many students, it is difficult to begin working on a task, but when they get involved into the work they feel better and demonstrate diligence.
How does the teacher differentiate for children of diverse linguistic and cultural backgrounds?
During my observation, the teacher did not focus on cultural background. However, I saw the materials devoted to different nations’ costumes and traditions on the wall; thus, the children had the lesson devoted to cultures.
How does the teacher differentiate for children who have difficulty learning or appear to have disability?
The teacher adapts her teaching style to the needs of the students. She uses simple words and quite short sentences when explaining the new information. Her mimics, intonation and gestures are very expressive, which helps keep the students’ attention. She helps a child to begin working on a task when she sees that he/she is embarrassed. The teacher often addresses the children with the hearing impairment so that they do not feel separated from the rest of the class.
When defining a quality approach to any material’s presentation, it is of crucial importance to outline the potential outcomes of the learning process. Hence, when it comes to teaching mathematics, it is necessary to underline the teacher’s ability to operate both objective learning fundamentals and creative approaches to subject perception. Once combined, these aspects catalyze learners’ further attitude towards mathematics and willingness to learn the subject. The educator’s major challenge in the setting is the necessity to present mathematics in such a way that students acknowledge the rigorousness of some mathematical basics while embracing a creative approach to the learning process.
The most relevant way to introduce mathematics in the given context is to use digital technology as an assistant during the students’ learning journey. According to the researchers, using such digital technology as multimedia boards and software serves as an asset when explicitly attracting children’s attention and participation in the learning pattern (Kartika et al., 2019). Moreover, some professionals claim that the introduction of material presented earlier with the help of multimedia tools like PowerPoint increases children’s engagement and willingness to acquire the content (Jung & Conderman, 2015).
Another significant way of facilitating the working environment is to prioritize the empirical approach to the learning process. When regarding such concepts as subitizing, learners can experiment with the process until they acknowledge the presence of certain regularities that could not be modified with the change of approach (McLennan, 2017). As a result, the educators, without imposing rigorous theoretical fundamentals, secure quality learning process outcomes.
To make a choice either for or against traditional math instruction, it is necessary to dwell on the concept’s definition. Hence, it is estimated that traditional math instruction stands for the process where the educator:
Presents a specific mathematical phenomenon;
Describes the regularities of the following concept’s application in the learning process;
Encourages children to practice the aforementioned application on their own to memorize the concept and use it for further mathematical endeavors (Van de Walle et al., 2013).
Thus, considering the aforementioned constituents, it may be concluded that such a pattern is by all means beneficial for the learner’s understanding and memorization of information. However, the process itself should now become more adjusted to the reality of the learning environment, creating enough space for the empirical approach and technological interventions. For example, the presentation of the mathematical phenomenon may attract more attention in the classroom when combined with an experiment or interactive activity at the beginning of the lesson (Fouze & Amit, 2017). Moreover, math instruction as a process is highly dependent on the topic’s content and accessibility to the learners.
Thus, when dealing with a topic that may be understood with the help of self-preparation, it is a rightful decision to introduce the method of a flipped classroom. In terms of the approach, the students are allowed to learn the topic at home to practice the tasks in the classroom (Abedi et al., 2019). Hence, whereas it would be inappropriate to undermine the effect of the traditional math instruction framework, educators should regard the method as an outline for further planning rather than a full-scale teaching strategy. In such a way, the learners would feel engaged in the process of learning instead of observing the already known data in the teacher’s manner of material presentation.
References
Abedi, P., Keshmirshekan, M. H., & Namaziandost, E. (2019). The comparative effect of flipped classroom instruction versus traditional instruction on Iranian intermediate EFL learners’ English composition writing. Journal of Applied Linguistics and Language Research, 6(4), 43-56.
Jung, M., & Conderman, G. (2015). Using digital technology to support mathematics instruction. Young Children, 70(3), 64-69.
Kartika, Y., Wahyuni, R., Sinaga, B., & Rajagukguk, J. (2019). Improving math creative thinking ability by using math adventure educational game as an interactive media. Journal of Physics: Conference Series, 1179(1). Web.
McLennan, D. P. (2017). Ten fun activities to engage children in subitizing. Teaching Young Children, 10(2), 8-9.
Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school mathematics: Teaching developmentally (8th ed.). Pearson.
Learners in a given classroom tend to have diverse needs. Educators and teachers should be aware of such needs in order to deliver the most appropriate skills to them. That being the case, experts have been focusing on the best approaches towards differentiating instructions. This is done in order to meet the needs of every learner. Many educational theorists support the practice because children develop and learn differently (McGonigal, 2010). The use of technology can deliver positive results in different classrooms. The use of games in different learning settings has been observed to support the changing educational needs of many learners. This discussion focuses on the role of gamification in different classroom settings
Gamification Influences
Lee and Hammer (2011) argue that “the learning process is supported by three key areas” (p. 2). These “areas include cognitive, social, and emotional” (Lee & Hammer, 2011, p. 2). Gamification has been observed to support the three areas, thus making it easier for learners and teachers to achieve their goals. Games are characterized by unique rules, experiments, and discoveries. The players have to plan, observe, and execute (Sailer, Hense, Mandl, & Klevers, 2013). The mastery process and understanding associated with such games make it easier for learners to widen their concepts. They eventually feel encouraged, motivated, and engaged in every classroom activity. As well, games have the potential to invoke various emotions such as joy, hope, frustration, and curiosity. Games can also become powerful sources of pride, courage, and optimism.
Gamification improves resilience, thus making it easier for individuals to focus on new challenges. Students can, therefore, “see every kind of failure as a renewed opportunity to achieve their potentials” (Sailer et al., 2013, p. 31). Learning can also be described as a social exercise or experience. Games make it easier for individuals to develop new social skills such as decision-making and problem-solving.
These skills are useful in every classroom setting. Students with different educational needs will acquire new competencies and engage in learning. They will find it easier to work as teams, support each other, and focus on the best results (Sailer et al., 2013). That being the case, a “properly-designed gamification system will encourage children to undertake new roles that can support their learning processes” (Lee & Hammer, 2011, p. 8).
Gamification and Motivation
Students can be “motivated using both intrinsic and extrinsic forces” (Lee & Hammer, 2011, p. 9). Intrinsic forces are determined by the goals, objectives, and expectations of the learner. This fact explains why it might be impossible to dictate the nature of such factors. However, different motivational theories explain how extrinsic factors can be used to produce both positive and negative human behaviors (Hamzah, Ali, Saman, Yusoff, & Yacob, 2015).
Different sources of motivation can be used depending on the targeted goals. Educational theorists have observed that a motivated student will be ready to undertake new learning activities and eventually achieve his or her goals. Teachers use different tools and methods to ensure their learners are motivated. A motivated learner will “collaborate with others, focus on difficult assignments, and eventually achieve the best results” (Sailer et al., 2013, p. 32). Scientists argue that “the source of motivation should be rewarding, revolutionary, and exemplary” (Sailer et al., 2013, p. 33). Learners will be motivated by different “factors or tools that arouse a sense of optimism” (Sailer et al., 2013, p. 31).
Games have the potential to empower and encourage more learners to focus on their learning objectives. Gamification presents new challenges and opportunities for different individuals. The player develops a sense of courage and confidence in an attempt to emerge victorious. New skills such as problem-solving are also acquired, thus making it easier for the student to achieve the best outcomes. The use of games within the classroom setting can, therefore, play a positive role in increasing the level of motivation (Lee & Hammer, 2011). This is true because gamification refreshes and empowers the learner to focus on the best outcomes. New attributes such as “attention to detail, confidence, and satisfaction emerge, thus supporting the learning needs of many students” (Lee & Hammer, 2011, p. 18).
Differentiation Support
Educationists have been focusing on the best approaches to support the diverse needs of different learners. The concept of instruction differentiation has emerged in order to support every targeted student. Games have the potential to motivate and improve the outcomes of many learners. Gamification has also become a powerful tool for delivering differentiated ideas to targeted children. Gamification has the potential to support differentiated ways to teach (Lee & Hammer, 2011). For instance, teachers can monitor and analyze the diverse needs of their learners. This knowledge will encourage them to design personalized games depending on the learning abilities and needs of the students.
Individuals with various learning difficulties can be allowed to play simple games. The tutor can also use elaborated photographs to improve the gaming process. As well, learners will normal abilities will require complex games. Such games will support their emotional, cognitive, and social skills. These skills will eventually support their educational needs. Gamification can also be used to teach different subjects and topics to the learners. For example, a “complicated game can be used to support various mathematics topics” (Lee & Hammer, 2011, p. 12).
Some games allow students to choose appropriate words and phrases in order to emerge victorious (Sailer et al., 2013). Such games can be used to support the language needs of many students. A carefully-designed game has several levels and tasks. Every level is usually complicated, thus making it easier for learners to acquire new ideas. This fact explains why gamification has become a powerful tool for availing differentiated instructions to the targeted students.
Lee and Hammer (2011) believe that “games can be used to support the educational needs of learners in different classes or levels” (p. 9). The complexity of the game should depend on the needs of the targeted class. Learners in lower classes should be allowed to play appropriate games that can support or fulfill their needs. The most important thing is for the teacher to understand the needs of his or her students. This understanding will ensure the teacher designs the most appropriate game that can support the educational needs of every student.
This discussion, therefore, explains how teachers can use gamification to teach students with diverse educational needs. Games can, therefore, present new practices and insights for curriculum development (Lee & Hammer, 2011). Teachers should use games in order to support the changing needs and expectations of their respective learners (Hamzah et al., 2015). Differentiated instructions will ensure every child achieves the best goals and eventually becomes successful in life. Every game should, therefore, be designed to address the needs of specific students.
Technologies
The current wave of technological advancement has revolutionized different sectors. In the recent past, educationists have been identifying various technologies that can improve the learning process of every student. Many schools are currently using computers to teach their students. Computers are “powerful devices that make it easier for learners to share ideas, communicate with one another, address their problems, and acquire new evidence-based contents from their counterparts” (Lee & Hammer, 2011, p. 16).
Studies indicate that “e-learning has become a powerful practice within the past ten years” (Sailer et al., 2013, p. 34). Various e-learning models make it easier for learners to share ideas and acquire new skills from their tutors (McGonigal, 2010). Mobile phones can also be used to support different learning processes. Teachers can embrace the power of mobile learning. Different “learning analytics have also been developed to deliver specific contents and concepts to the targeted learners” (Sailer et al., 2013, p. 34). Such analytics are accessible using computers.
This discussion explains how the use of such technologies continues to motivate more learners. The targeted learners embrace “such technologies because they have the potential to solve problems, present answers instantly, and offer new challenges” (Sailer et al., 2013, p. 36). Teachers are also using online platforms such as videos and PowerPoint presentations to deliver quality concepts to their learners. Such technologies have also revolutionized the world of gamification. Many students also play different computer games.
Educationists have been focusing on this development in order to develop instruction-based games for different learners. Modern technologies present new opportunities for learners and teachers to share their ideas. The level of interaction has improved, thus supporting the needs of many students. The use of “these technologies will make it easier for teachers to differentiate their instructions” (Hamzah et al., 2015, p. 5). Educationists can also design new learning activities and games in order to support the needs of more learners.
Reference List
Hamzah, W., Ali, N., Saman, Y., Yusoff, M., & Yacob, A. (2015). Influence of Gamification on Students’ Motivation in using E-Learning Applications Based on the Motivational Design Model. International Journal of Emerging Technologies in Learning, 10(2), 1-12.
Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother. Academic Exchange Quarterly, 15(2), 1-24.
Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological Perspectives on Motivation through Gamification. Interaction Design and Architecture(s) Journal, 19(1), 28-37.
Giftedness is the talent that children have on various aspects of life (VanTassel-Baska, 2004).
In education, this term is used to refer to children who have high academic capabilities.
Consequently, it can be used to describe children who are talented in:
Arts;
Sports;
Other extra curricular activities.
Children who are gifted have above average capabilities.
Therefore (Coleman, 2004) considered giftedness to be:
Innate.
Determined by personal aptitude.
Exhibited through activities that cannot be learnt through personal effort (Good, 2011).
Giftedness as a Disability
However, giftedness can be regarded as a disability.
This is because it affects the social and emotional aspects of an individual in a negative manner.
As a result, gifted children tend to suffer emotionally and psychologically.
Myths about Gifted Children
Several myths of gifted children have been advanced (Ross, 2003).
There is a myth that considers gifted children as high achievers in life.
Gifted children never require help.
Gifted children are isolated socially.
They have an innate creativity hence they do not need to be encouraged.
They encounter fewer problems as compared to average children.
They have a lot of career opportunities.
They are self-directed.
Finally, their driving force is their brain power.
What should an Educator Look for?
When dealing with gifted children, an educator should look for the following signs:
Inquisitive minds.
Intellectual curiosity.
High reasoning capacity.
Creativity and originality.
Keen sense of observation.
Presence of ethics and values.
Precise use of vocabulary.
Mastery of basic concepts and skills.
Capable of connecting with new ideas.
High level of competence in specific areas such as science, music, sports, and so on.
A focus on Gifted Children
A teacher should also be aware of children who avoid doing tasks in class because they are easy.
Such students regard normal class work as easy therefore avoid doing it altogether.
In the process, this act might develop into an attitude that affects the overall learning process in the student (Hale-Benson, 1996).
However, there are those gifted children who want to showcase their skills.
These are the students who want to answer all questions and take part in very activity.
Such behaviors can easily be confused with ADHD hence the child might be put in a medication that he/she does not require (Hale-Benson, 1996).
Multiple Intelligence
According to the theory of Multiple intelligence that was presented by Howard Gardner, individuals possess different cognitive abilities (Clark, 2003).
Therefore, an individual might be better in academics as compared to another individual who is good in athletics.
This theory therefore explains why different people excel in different fields.
Logical-mathematical intelligence deals with logic and critical reasoning of an individual.
Logical-mathematical intelligence is high in gifted children hence explaining why they views tasks as easy.
This attitude tends to reduce their activity in class hence may affect their performance in a negative manner.
Multiple Intelligence and the Well-being of Gifted Children
Interpersonal intelligence that enables an individual to relate with others might be low.
Gifted children may disregard other children who in turn might avoid socializing with them.
Gifted children may also develop clinical disorders when they try to suppress their talents so that they can interact with their peers.
With a high level of intrapersonal intelligence, gifted children might reflect on their lives and discover that they are sad and empty (Clark, 2003).
This bring about an emotional imbalance that might lead to depression.
This is the main reason why gifted children tend to be bullied in school.
With a high level of intrapersonal intelligence, gifted children might reflect on their lives and discover that they are sad and empty (Clark, 2003).
This bring about an emotional imbalance that might lead to depression.
This is the main reason why gifted children tend to be bullied in school.
What is Gifted
The following characteristics can be considered as gifted:
Imagination and creativity.
Memory and mental processing.
Problem solving skills.
Intuition.
Expressiveness.
The following characteristics might not be considered as gifted:
Humor.
Inquiry.
Interest.
Motivation to learn.
Moral and ethical concerns.
Given that gifted children do not possess the above qualities, it is difficult for them to interact with their peers and to their family members in some extent.
They tend to form associations with other individuals who possess similar capabilities thus isolating themselves from the real world (Ross, 2003).
Factors Determining Giftedness
According to (Ford, 2003), the following factors affect giftedness in children:
Family effects.
Peer influence.
School environment.
Influence from teachers and other educators (Johnson, 2007).
Psychological factors.
Biological history of the family.
The environment in which the child is exposed to.
Self-motivation.
Exposure.
Practice.
Effects of Socioeconomic Background on Giftedness
The success of a gifted student highly depends on the factors that he/she is exposed to.
Gifted students from wealthy families are exposed to a lot hence they have the chance to put their skills into practice.
Gifted children from poor families are exposed to fewer factors hence they may not have the chance to explore their full potential.
Despite the assumption that gifted children can excel in any condition.
However, they require special programs to enhance their capabilities (Good, 2011).
This exposure will increase their motivation that will enable their to explore their potential.
Impact of Giftedness on Students
Giftedness has the following positive impacts on students:
Enhances their academic performance.
Provides them with career opportunities.
Increases their motivation towards education and life.
Enables students to achieve their goals in life (Fordham, 1988).
However, there are negative effects that are associated with giftedness. They include:
Poor socialization.
Poor emotional development.
Development of undesired characters.
Depression.
Poor psychological development.
Role of Teachers
Teachers need to be aware of the factors that inhibit the performance of gifted students (Lindstrom, 2006).
They also need to create a conducive learning environment for students regardless of their gifts and talents that they posses, their gender, race, or background (Whitmore, 2010).
Influence parents, family members, and friends to encourage students to develop their talents.
Consequently, teachers can:
Enhance the interaction that they have with gifted students.
Encourage the students to enroll in various extra curricular activities such as sports, music, drama and so on to increase their level of engagement and interaction with their peers.
Encourage the students to expand their involvement and achievements in various disciplines.
Resources Available for Gifted Students
Human resources such as:
Teachers.
Trained counselors.
Positive mentors and role models.
Professionals.
Material resources:
Libraries, books, and journals.
Student forums.
Special programs for gifted students.
Peer support initiatives.
Anti-bullying campaigns.
Conducive learning environment.
Future of Giftedness
Governments should develop and implement policies that enhance gifted education at all academic levels.
Policies and strategies should be implemented to enhance interaction and engagement of gifted students with their peers.
Special programs should be put in place to determine, monitor, and control the behavior of gifted children to eliminate depression and emotional imbalance.
Information technology should be adopted and implemented in gifted education.
Emphasis should be placed on the learning and acquisition of foreign languages to create a global competitive human capital from gifted education (Hale-Benson, 1996).
Information technology should be adopted and implemented in gifted education.
Further research is required to enhance the student performance of gifted students.
References
Clark, R. (2003). Family Life and School Achievement: Why Poor Black Children Succeed and Fail. Chicago: The University of Chicago Press.
Coleman, M. (2004). Updated Report on State Polices Related to the Identification of Gifted Students. Chapel Hill, NC: University of North Carolina at Chapel Hill.
Ford, D. Y. (2003). Black Students’ Achievement Orientation as a Function of Perceived Family Achievement Orientation and Demographic Variables. Journal of Negro Education, 62(1), 47-66.
Fordham, S. (1988). Strategy for students’ School Success: Pragmatic Strategy or Pyrrhic Victory? Harvard Educational Review, 58(1), 54-84.
Good, T. L. (2011). Teacher expectations and student perceptions: A decade of research. Educational Leadership, 38(5), 415-421.
Hale-Benson, J. (1996). Black Children: Their Roots, Culture, and Learning Styles (2nd ed.). Baltimore, MD: Johns Hopkins University Press.
Lindstrom, R. (2006). Special issues in working with gifted adolescents. Journal of Counseling and Development, 64(9), 583-586.
Johnson, S. (2007). Home environment, talented minority youth, and school achievement. Journal of Negro Education, 56(1), 111-121.
Ross, P. (2003). National Excellence: A Case for Developing America’s Talent. Washington, DC: Office of Educational Research and Improvement (ED)
VanTassel-Baska, J. (2004). The role of the family in the success of disadvantaged gifted learners. Journal for the Education of the Gifted, 13(1), 22-36.
Whitmore, J. R. (2010). Giftedness, Conflict, and Underachievement. Boston, MA: Allyn & Bacon.
Constructive and creative settings can play an active role in educational, emotional and social development of students. As a matter of fact, such an environment has to be created, which might include introduction and/or improvement of several components. By way of this research, it will be established that a school’s physical environment helps, to a great extent, the performance and progress of students.
How does a school’s classroom environment help students perform and progress better?
Research Background
The research topic of this study is “Classroom Environment”.
Need for Study
Several schools in Dubai are not comfortably suited to students. The ambience of schools has a negative psychological effect on students. As such, it is imperative to understand the impact of the physical environment of schools. This would help in improving such conditions that might help future students to perform better. Eventually, the real objective of attaining education will be achieved.
Detailed Scope of the Study
This study will try to answer the following research questions:
Is physical environment in schools responsible for the performance of students?
What are the factors that are conducive to better learning at schools?
Research Methodology
Research Plan
The initial step was to talk to students and get their perspective on the impact of physical environment at schools on motivating students. Another method used was to create an experimental dummy classroom with several physical amenities. An experimental group of students was also selected. This group was made to compete with a controlled group of students that was made to sit in their usual classroom. The time frame was two months, after which the results of students were compared.
Method of data collection
Students were asked questions about their perceptions of the impact of physical environment on their performance. Results of the two groups of students, the controlled and experimental, were also compared.
Primary data
The questionnaire was designed in a manner that most of the factors concerning physical environment at schools were covered. Students and teachers were chosen as the target population because ultimately, they are the ones whose performance matters. Controlled and experimental groups were created in order to ascertain the impact of physical environment on the performance of students.
Secondary data
Scholarly journals were referred to in order to understand views of scholars on the importance of better physical environment for better performance of students.
Literature Review
Summarize and analyze the articles that you read.
It is understood that the physical environment plays a vital role in motivating students to learn better. Physical environment refers to infrastructure within the school premises such as, building, classrooms, washrooms, library, play grounds, etc. Current researches have suggested that the current availability of such amenities is only in a couple of schools. Awful performance in schools can be attributed to the absence of such facilities (Akomolafe & Adesua, 2016).
Educational system can be considered a manufacturing unit where experienced and skilled people and monetary resources are essential to get better production. Every unit has its own special environment that gives an idea of the kind of production being carried out. Basic amenities such as better buildings, tools, equipment, electrical and water supply are essential for such a unit. Better quality of such amenities would ensure better production. A beautiful and artistic exterior of the school building can make the students proud and boost their morale (Koroye, 2016).
Earlier, the surrounding environment in schools was not considered to be a deciding factor in the performance of students. However, over the past couple of years, scholars and their studies have suggested that environment does play a crucial role in students’ academic performance. Education can flourish only if students have access to the required information at all stages. The surrounding environment is very crucial for developing an interest in learning among students. Classrooms should be well-furnished and beautifully painted (Oselumese, Omoike & Andrew, 2016).
Educational performance of students depends on the physical environment of schools. Studies in this field have suggested that students who study in well-equipped classrooms perform at least 19 to 26 percent better than those who study in normal classrooms. Studies also show that there is a positive association between the physical environment of classes and the performance of students. Proper ventilation, lighting and temperature are also important (Kekare, 2015).
Physical environment has a vital role in any sort of activity. Some of the most important aspects are fresh air, lighting and temperature. Fresh air is a must for creating an environment conducive to learning. Proper lighting in the classrooms ensures brightness and students stay alert. The atmospheric conditions should also be soothing. Humidity and higher temperatures might result in fatigue and make students work slowly (Suleman & Hussain, 2014).
Recently, the impact of a school’s physical environment on performance of students has been a subject of grave concern. Studies suggest that owing to poor physical environment, performance of schools has not been appreciable. In addition to academic performance, school environment also influences the behavior of students (Oguche, Angelina & Dondo, 2015).
Describe how they help your understanding of your topic.
The journals that were referred to gave me more insight about the topic. I understood things of which I was not aware before. For instance, I did not know that the color of classroom walls could also affect student’s performance.
Describe their limitations
Even though all the consulted journals have been written by scholars, the information is limited to their respective nations. Educational standards might differ from nation to nation.
Explain how your proposed research project furthers our knowledge of this topic.
The proposed research covers all aspects of physical environment that have an impact on students’ learning. The detailed research will include an in-depth study of this field.
Detailed information about your research findings
Consider and critically review your own research process and the challenges you faced. Discuss how this research could inform a possible future senior thesis project.
When students were asked about their perception of the impact of physical environment on academic performance, they were not able to give any encouraging response. According to them, they were not aware of any impact because they had never studied in well-equipped classrooms. Truly, unless they experience anything, they cannot explain it.
However, the creation of experimental classroom and comparing it with a regular classroom yielded encouraging results. The only difference between the two classrooms was the ambience and atmosphere. Proper seating arrangement and controlled temperature along with ventilation was provided in the experimental classroom; the controlled classroom was not changed at all. Other factors, such as teaching styles, the number of students, efficiency of students, and the proficiency of teachers were kept the same in both classrooms.
The experiment was carried out over a period of two months. After two months, the results of students were compared and, predictably, students from the experimental group performed much better than those from the controlled classroom. This shows that physical environment has an impact on the educational performance of learners.
What difficulties did you face in this research and how did you overcome them?
Some difficulty was faced while arranging the experimental classroom and assigning students for the two classrooms, experimental and controlled. All students wanted to be in the experimental classroom. A lot of explaining was involved and finally, the principle had to intervene.
If you did the project again, what would you do differently?
In case I am allowed to do a similar project again, I will make some more changes in the experimental classroom. For instance, this time, the classroom size for both the classrooms will be kept the same. I intend to make the experimental classroom bigger.
How could your research proposal inform a possible future project in the field of art and design?
Besides other things, physical environment also consists of beautifully painted walls, well-adjusted furniture and even the exterior look of schools. In this manner, a future project in arts and design is also possible in the same field.
Conclusion
What are your overall findings and what is your final conclusion from the findings?
It is evident that better physical environment can improve the academic performance at schools. If students are comfortable, they will remain energetic and anxious to learn new things.
What are your recommendations for the research project and are there any further suggestions?
It is true that providing better amenities involves lots of funds, but school administration should consider such expenses as assets. If their students perform better, they will be the ultimate beneficiaries. They will get a better name and popularity. The investment will happen once, but the profits will be reaped every year.
References
Akomolafe, C. O., & Adesua, O. (2016). The impact of physical facilities on students’ level of motivation and academic performance in senior secondary schools in South West Nigeria. Journal of Education and Practice, 7(4), 38-42.
Kekare, S. H. (2015). Classroom physical environment and academic achievement of students. The International Journal of India Psychology, 2(3), 116-120.
Koroye, T. (2016). The influence of school physical environment on secondary school students’ academic performance in Bayelsa state. Asian Journal of Educational Research, 4(2), 1-15.
Oguche, O. R. C., Angelina, O., & Dondo, E. (2015). Influence of school environment on academic achievement of students in secondary schools in zone “A” senatorial district of Benue state, Nigeria. International Journal of Recent Scientific Research, 6(7), 4914-4922.
Oselumese, I. B., Omoike, D., & Andrew, O. (2016). Environmental influence on students’ academic performance in secondary school. International Journal of Fundamental Psychology and Social Sciences, 6(1), 10-14.
Suleman, Q., & Hussain, I. (2014). Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat division, Pakistan. International Journal of Learning & Development, 4(1), 71-82.
Composing is a perplexing and testing task that requires a lot of preparation to become proficient. Student-focused practices and individualized preparation should be investigated to get the most elevated level of productivity from the training for this assignment region. Nonetheless, swarmed classes, concentrated educational programs, and restricted time spent in school make it hard to give individualized preparation (Kansızoğlu & Bayrak Cömert, 2021, p. 280). Regardless of its significance, the space of composing is disregarded today. Current practices and assets are deficient in creating abilities explicit to this space. The principal markers of inadequate composing training are the restricted time assigned to an instruction, limited directed composing study, and absence of various schooling rehearses (Kansızoğlu & Bayrak Cömert, 2021, p. 280). Moreover, there is a detrimental gap between the outside world where advanced technology is integrated into every practice and conventional writing education. Flipped Classroom method is a possible solution that might bridge this gap and raise the instruction methodology to the next level.
Flipped Classroom Instruction makes the examples accessible to the understudies outside the class and lets the understudies see the illustrations at their speed and comprehension. The flipped homeroom guidance is a new and arising approach where addressing occurs at home with the utilization of innovation and practice, and composing tasks arise in the class with the educator and the friends (Chatta & Haque, 2020, p. 230). The educator causes the understudies to compose passages in the class to take care of their composing issues and gives a framework. Homeroom turns into a group conversation and critical thinking phase by empowering students to partake in study hall exercises and games. The investigations show that the Flipped Classroom model is altogether more viable than the conventional up close and personal showing strategy in fostering understudies’ overall metacognitive composing mindfulness (Chatta & Haque, 2020, p. 242). The flipped model urges understudies to be independent in learning, tackle issues, and find their learning procedures. Thus, this is an area that needs more research to integrate the method into writing instruction successfully.
Teachers can use different interventions to ensure that students follow the expected behavior in classrooms. There are nonverbal (planned ignoring, proximity control, and signal interference) and verbal (redirection, contingent praise, and tension reduction) strategies. Planned ignoring implies withdrawing a student who is maintaining an adverse behavior, and this approach is effective when students misbehave to get attention (Glock & Kleen, 2019). Proximity control denotes that teachers can come close to misbehaving students to make them demonstrate improved compliance. Furthermore, signal interference refers to using gestures and facial expressions to make students understand that their behavior is inappropriate. As for verbal strategies, redirections mean that teachers should make some corrective comments before students’ minor infractions turn into major disruptions (Shepherd & Linn, 2014). Contingent praise is another effective approach that implies using positive comments immediately after a student has implemented expected behaviors (Saraspe & Abocejo, 2020). Finally, tension reduction is necessary to ensure that the learning environment is not extremely stressful for students, and a teacher can use jokes to alleviate extra tension. These strategies can help teachers maintain a productive environment in the classroom.
Being a preschool teacher, I use all these verbal and nonverbal intervention strategies, but a few of them are preferred. Firstly, I like using signal interference because children can effectively connect specific gestures and expected behaviors. My students understand that they are expected to be quiet when I press a finger to my lips. Secondly, verbal redirection is a practical approach because it seems more efficient to prevent major disruptions than to deal with its consequences. Finally, contingent praise is among the most influential strategies because it helps children understand what behaviors and actions lead to the teacher’s positive comments. These approaches help me motivate children to maintain positive behaviors.
Saraspe, L. D., & Abocejo, F. T. (2020). Effectiveness of descriptive praise on the English composition skill of bridging students. European Journal of English Language Teaching, 5(4), 18-38. Web.
Shepherd, T. L., & Linn, D. (2014). Behavior and classroom management in the multicultural classroom: Proactive, active, and reactive strategies. SAGE Publications, Inc.
Discipline is a student’s compliance with the rules of conduct in and out of school, the duties’ precise and orderly performance, and obedience to public commitment. Unfortunately, there are numerous cases when educators cannot handle the behavior issues of their learners. It can be attributed to inappropriate strategies and outdated approaches that cannot placate children. Becky Bailey is a doctor of philosophy and psychology who has developed techniques to resolve these concerns and transform school climates. Her book Conscious Discipline: Building Resilient Classrooms is a modern guide that presents unique concepts and revolutionary methods for social-emotional learning.
Indicators of proper conduct are students’ awareness of the need to observe it at school, at home, and in public places. The most appealing idea of the book is that discipline should be conscious and manifested in a deliberate strict, unswerving performance of social principles and norms of behavior. The education of observing discipline directions initiates from the first days of the pupil’s attendance to school. Therefore, the work of educators has a vital role in fostering a sense of duty and responsibility regarding learners’ mastery of the rules. Developing their need to constantly comply with discipline and remind them of its content requirements is necessary. Moreover, it is inappropriate to divide the regulations into primary and secondary when a student is responsible for violating some, and the negligence to comply with others is unnoticed. The engaging idea of the book is that the educator’s personal qualities influence the child directly; therefore, it is necessary to begin with own development and cognition.
Becky Bailey notes the critical role of students’ parents and the connection between school and home. Parents must maintain basic pedagogical techniques to support the school discipline and build moral qualities in their kids. The role of the family in the formation of personality is paramount and undeniable. There, the child is first aware of the physical surroundings, learning through all the world’s senses, filling his mind with objects, natural phenomena, and experiences. Parental images dominate a kid’s consciousness, predominantly determining the nature of his relationships with people and social functioning throughout life, influencing mental stability and bodily health. Therefore, parents are directly responsible for their children’s behavioral problems and should conduct their responsibility.
Conscious Discipline: Building Resilient Classrooms would be relevant to educators because they are bound to encounter discipline concerns in their work. Even after their first days in school, professors understand that their students have hundreds of ways to disrupt classes and material explanations. The book is significant as it instructs how to discover patterns to help learners choose more appropriate behaviors that meet their needs. Bailey teaches the ability to respond quickly to all manifestations and analyze their causes. Especially meaningful is that children are not mechanical toys, and everyone can behave unsatisfactorily. Some kids do it regularly and purposefully, but most disobey from fatigue, increased stress levels, or anxiety. In these cases, mild, one-time interventions and conversation are enough. Still, there is no single pattern for talking to a disruptive student because motives, and therefore tone, are always individual.
Conscious Discipline: Building Resilient Classrooms emphasizes that misbehaving cannot be considered normal. This idea is controversial because children with special needs and their differentiae are not regarded. It is also vital to assess the psycho-type on which the behavioral traits depend. Emotional, hyperactive, and impulsive juveniles are more often characterized by disobedience, outbursts of emotion, lightning changes of mood, excessive touchiness, and talkativeness. The conduct of a hyperactive kid is distinguished by restlessness, anxiety, lack of attention, committing dangerous acts, absence of control over motor activity. Introverted children, on the contrary, suffer from the oppression of external action, anxiety, fears, and a tendency to conceal numerous worries.
In cases when the learner systematically violates discipline in lessons, it is necessary to ascertain that one does it deliberately and intentionally. If the disruptions are not willful, it is worth questioning whether the student has a mental disorder. Whatever the purpose of the pupil’s misbehavior is, educators must interact with them. It is not necessary to immediately emphasize the challenging nature of the child and consider his demeanor unacceptable. On the contrary, it is essential to consider the reason and determine the proper strategy, which leads to a step-by-step reduction of the share of improper behavior. The pedagogical intervention provides conditions in which children may or may not decide to alter conduct. The student’s decision depends on whether the educator interacting with him considers the hidden goals of discipline violations.
Therefore, it can be concluded that working with challenging behavior is a complex task. It requires educators to be able to identify inappropriate conduct, comprehend its causes, respond to the manifestations, and develop reasonable strategies for operating with students. These skills are hard to master, and Conscious Discipline: Building Resilient Classrooms includes all the essential tips and techniques to build a pleasing atmosphere in the home and classroom. This book is valuable for lecturers and parents alike because it promotes an understanding of everyone’s crucial role in teaching discipline.
On the basis of my personal experiences in my K-12 schooling, the most effective forms of assessment include self-assessments, class participation, and standard final tests. Firstly, the main reason is that the final exam is critical to measure the comprehension of the provided material as well as retention. Final examinations consist of questions addressing the entirety of the course, which makes it difficult for students to abuse a short-term memory-based preparation, such as ‘cramming,’ and mostly assesses the overall knowledge acquired.
Secondly, I am an active proponent of self-assessments and class participation on top of the standard final tests. It is important to note that class assessments must be conducted in an informal manner in order to be authentically reflective of a student’s view of the lessons. Evidence suggests that self-assessment is important to continuously improve the teaching and learning processes as well as increase the self-esteem of students (Papanthymou & Darra, 2019). It provides an open platform or methods of communicating the problematic areas which need to be identified in order to ensure a smoother learning process. Even the most inattentive students are able to express their reasoning and perspective on why they are unable to pay attention or be engaged in the learning process.
Thirdly, class participation both forces engagement and makes the classroom interactive because it is easy for the learning process to become stagnantly centered around a teacher only. In other words, learning should be dynamic and facilitate the exchange of information, perspectives, and views, for which class participation is an outstanding methodological framework. Therefore, the described assessment approaches will directly influence my use of these methods by making me more focused on engagement, self-evaluation, and standard final testing.
An example of an assessment
Lesson Plan Title: Teaching Major Historical Failures on the Example of Nazi Germany
Informal Assessment: In the case of the informal type of assessment, it will be manifested in the papers of self-assessment that will be given to students at the end of the class. The primary purpose of such papers is to provide an educator with an opportunity for modifications, improvements, and feedback. In addition, students will be able to reflect on how they perceive the course material in terms of difficulty, comprehension, and their approach to learning history. For example, learners will express their feelings and concerns about the complexity of the material and the feelings and concerns about the studying process.
Formal Assessment: Since the lesson is heavily focused on historical data and facts, which are mixed with the tragic events of the past, both factual knowledge and insights, as well as takeaways, need to be measured. The formal evaluation will consist of a final test, a small reflective essay, and grades for class participation. The former is mandatory solely due to the historical elements which need to be known and memorized, such as dates, events, and chronology. The reflective essay will be small without stressful demands, which will provide students with an opportunity for reflection and insight into the knowledge acquired. In other words, they will be able to express what they think and feel about the selected period of history. Graded class participation is important to promote engagement, involvement, and interactivity. For example, questions will be asked to initiate discussions, but students will also be encouraged to ask each of the questions as well.
Reference
Papanthymou, A., & Darra, M. (2019). The contribution of learner self-assessment for improvement of learning and teaching process: A review. Journal of Education and Learning, 8(1), 48-64. Web.
