Category: Classroom

While undertaking my duties as a teacher, teaching does not automatically result in effective learning among my pupils. Many teachers can be teaching in a class, but effective learning is low. Managing children to ensure there is a good teaching environment, has been the biggest challenge. As a teacher, I need to make the classroom a good learning environment to ensure that my pupils comprehend everything I teach. To manage the class for effective learning, I need to apply several strategies that create a good classroom environment. Children portray different characters while in and outside the classroom. Each will behave based on both the environment they come from (home) and the environment they are learning in (Classroom). A teacher requires some competence to ensure effective classroom management (Gilbert & LIgnugaris_Kraft, 1997).

My first strategy is to structure the classroom environment to suit learning. This will customize the childrens minds to be positive. When children are disrupted in class, the chances of understanding are reduced. Children have high learning capacity when they are still young, this should be capitalized by creating an environment with the least interruptions. I will customize the class environment to suit the age and the grade of the pupils. I will develop a classroom environment that gives the children a chance to be creative and experimental whatever they learn. The class will be an arena for communication, taking responsibility, teamwork, and exchanging options among the children and myself (Lave et al, 1988).

Children in second grade and those in fifth grade learn different content. I will, therefore, have a suitable arrangement for the class. The arrangement will be based on the subjects being taught. Teaching aids, images of minority groups, role models, and interesting scripts will be displayed on the classroom walls. The portraits and charts will be used easily when giving examples hence, creating a good learning environment. Pupils will be allowed to interact with culturally and socially diverse groups either by visits or exchanges. The classroom will also have a section to display pupils work. The pupils will access equipment, teaching aids, and materials that are used for learning in each lesson with ease. The storage area will be within the classroom. Walls will be decorated with bright colors, as young children like them (Smith, 1996)

The other strategy which I will apply is supervising pupils engagement in class. When children are engaged in class academic activities, they cannot engage in disruptive activities or tasks which are not in line with the current activity at the same time (Carnine, 1976). When children are engaged effectively, disruptive behaviors are relatively reduced and their minds are engaged with more academic activities (Jones, & Jones, 2007). To increase child engagement, I will use relevant materials in the subject being taught including teaching aids.

When I ask a question and a pupil gives me an answer, I will give him/her immediate feedback to comprehend. Sometimes children give the wrong answers; they should not be told directly that they are wrong. This might discourage the child who has already been engaged. I will find a kind way to tell the child that the answer is not right for that question and encourage him/her to try another answer which is right for the question. I will give the children also an opportunity to respond to questions or issues being discussed by the teacher (Kumar, 2010).

The final strategy I will apply its Implementing Rules and Regulations simply to ensure children remember and follow them. This can be done by generalizing rules to make them few. I will involve my pupils in making the rules and regulations. Pupils will be allowed to brainstorm on the rules for class (Davies, 2009). To make them contribute to the class rules, I will ask them to state/name the things which make them learn well in school. When a pupil mentions something negative, I will correct it and help them understand why it is negative. These rules should be the ones that allow them to make the right choices. A reward system will be used to encourage competition for the best-behaved student in each class.

The rules will be written using simple language to make it easy for children to understand. The terms used in the regulations will not be degrading, abusive, condemning, or judging. Instead, I will use terms and words which are guiding and encouraging. Rules and regulations should not have consequences as negative or threatening to the children. The rules and regulations will not interfere with their social life but rather encourage the learning and order in class. The regulations should include positive attributes (Smith, 1996). For example, instead of having a regulation that says Do not break glass, the regulation should say Handle apparatus with care. Social, ethical, and moral considerations will be reflected in the rules and regulations in the classroom to encourage students to respect each other, parents, and teachers (Davies, 2009).

Measures to mitigate the effects of pupils disobeying these rules and regulations will be there too. The pupils must be informed of the consequences of disobeying these rules and regulations. The rules and regulations will be universally acceptable to all pupils to be applied evenly (Smith, 1996).

References

Carnine, D. (1976). Effects of two teacher-presentation rates on off-task behavior answering correctly, and participation. Journal of Applied Behavior Analysis, 9 (2), 239-253.

Davies, L. (2009). Elementary Classroom Rules and Management, Web.

Gilbert, G. H. & Lignugaris_Kraft, B. (1997) Classroom management and instruction competences for preparing elementary and special education teachers. Teaching and Teacher Education, 13, 567-610.

Jones V. & Jones L., (2007). Comprehensive classroom management: Creating communities of support and solving problems (8th ed.) Boston MA: Allyn & Bacon.

Kumar, S. (2010). Creating Conducive Classroom Climate. Web.

Lave, J., S. Smith, and M. Butler (1988). Problem Solving as an Everyday Practice, in Learning Mathematical Problem Solving. (Report No. IRL88-0006) Palo Alto, CA: Institute for Research on Learning,

Smith, A. (1996) Accelerated Learning in the Classroom, Network Educational Press Ltd.

The Fundamentals of Genre Theory

The genre theory identifies the problematic discrepancies between the content-related identification of academic writing (Chandler par. 1). Specifically, it is argued that the triteness of essay creating, which is introduced and practices through the course of school education, hinders the writing skills of the learners. It is particularly apparent when the young graduate enters an academic environment of the higher educational establishment. Since the professional orientations of the students differ, the matters and styles of writing differ along with multiple characteristic features. Little preparedness and inadequate knowledge of genre variety reduce the chances of the students to master academic writing (Giltrow et al. 8).

Embracing Research Genre of Writing in Schoolroom Environment

Writing research papers constitutes the core of any educational process. The practical explorations of the surrounding world, which refer to some specific areas of science, provide us with the knowledge of the objective reality. That is why writing a research paper is a critical part of academic study. However, some graduates lack the ability to refer to scientific papers, which may result in poor quality of research works, which are produced by them. Therefore, it is recommended to introduce the basics of academic writing in the school environment so that to prepare the learners to further study experiences (The Importance of Research par. 4).

The Role of Citation in Writing

The ability to provide a proper citation for academic work refers to the basic techniques of efficient research writing. Source referencing is commonly used by the writers of scientific works with an aim of recounting the origins of the particular quotation or paraphrase (Music 149). The violation of citation rules accounts for breakage of the authors rights. Therefore, the styles and formats of proper referencing have to be taught on the initial levels of academic practices. Moreover, due to the experts, a successful writer should be acquainted with both the standards of writing and the ability to describe the particular use of literature.

The Concept of Linguistic Complaint Tradition

The issue of complaint tradition is avoided by successful writers, who practice the advanced types of academic writing. The notion implies the extensive use of some out-dated techniques, styles, and lexical materials (Green 111). For instance, the specialists claim that some dialectal forms as well as grammar mistakes, which are introduced, due to the ancient rules of writing, constitute the core of linguistic complaint. It is acknowledged that the problem may be avoided if the writer refers to the modern sources of writing, which do not contain any trite and out-dated forms of speech (Standard English and the Complaint Tradition par. 8).

Works Cited

Chandler, Daniel. An Introduction to Genre Theory. 2013. Web.

Giltrow, Janet, Rick Gooding, Daniel Burgoyne and Marlene Sawatsky. Academic Writing: An Introduction. Canada: Broadview Press, 2009. Print.

Green, Robert. You Are what You Speak: Grammar Grouches, Language Laws, and the Politics of Identity. London: Random House, 2011. Print.

Masic, Izet. The Importance of Proper Citation of References in Biomedical Articles. Acta Informatica Medica 21.3 (2013):148-155. Print.

Standard English and the Complaint Tradition 2010. Web.

The Importance of Research. 2014. Web.

Analyzing performance data allows to adjust the content, forms, and methods of implementing classes to achieve educational results. The teacher can analyze data on childrens performance to consider this data in designing individual educational routes and curricula together with the child. According to Vrieling et al. (2018), the effectiveness of the educational process largely depends on the quality of its planning. Instructional planning establishes credible patterns and averts gaps in students. Planning helps the teacher evenly distribute program material throughout the year, consolidate it promptly, and avoid overload and haste. A correctly drawn-up action plan brings clarity, predicts difficulties, saves time, increases responsibility, and facilitates work.

Typology of planning on a temporal basis is one of the best instructional planning practices. Long-term planning involves determining the topics and hours allocated to the study of each broad section of the subject. It allows identifying and considering students physical, social, psychological, and cognitive barriers. In turn, medium-term planning is a toolkit for teachers to determine the results of studying a section by students and the way to achieve learning goals, including forms, methods, and resources. Short-term planning of one specific lesson allows determining the didactic goal of the lesson, educational and educational tasks, teaching methods, and forms of work in the lesson. An equally effective practice is the individualized education program (IEP), which ensures the development of an educational program. It is based on the individualization of its content, taking into account the characteristics and educational needs of a particular student. It allows choosing a certain pace, schedule, and teaching method, which increases the learning and cognitive motivation of the student.

An essential condition for the successful development of the personality of schoolchildren is the presence in the school and class of a favorable socio-psychological climate. Matoy (2021) asserts that the classroom atmosphere is an essential factor influencing the entire system of social relations, students way of life, their well-being, working capacity, and the level of creative and personal self-realization. In a favorable atmosphere, the student reveals himself, shows his abilities, and actively cooperates with the teacher and other students, which affects the learning process. With a favorable psychological climate, the student is proactive and efficient. On the contrary, with an unfavorable atmosphere in the classroom, students are clamped and passive. In such conditions, the student increases the motivation for independent learning and isolation from classmates. On the one hand, it contributes to developing such skills as independence, responsibility, and goal achievement. On the other hand, the formation of isolation and shyness and a decrease in communication skills are possible.

In nowadays educational process, it is not so much the transfer of knowledge that is becoming relevant but the upbringing of a motivated and proactive personality of a student. As a result, considerable attention is paid to students formation of higher-order skills. It implies the ability to find the correct information, analyze and synthesize it, draw logical conclusions, build evidence, critically process facts, and competently present research results. Sidik et al. (2019) note that thanks to the development of higher-order skills, learning turns from routine work into a purposeful, meaningful activity, during which students do real intellectual work and come to a solution to real-life problems. When using this technology, the childrens interest in the classroom is noticed because they themselves solve all the questions that arise. The teachers task is only to direct the desire of students to receive new information, to help systematize already known and new knowledge, and to draw conclusions. Thus, inquiry and the development of higher-order skills help students to independently determine the direction in the study of new material and independently solve issues.

References

Matoy, T. J. (2021). Classroom environment and academic achievement. International Journal of Novel Research in Humanity and Social Sciences, 8(3), 21-29.

Sidik, I. F., Awang, M., & Ahmad, A. R. (2019). The Relationship between students involvement in 21 st century classroom learning activities and higher order thinking skills.Malaysian Journal of Education, 44(1), 59-64. Web.

Vrieling, E., Stijnen, S., & Bastiaens, T. (2018). Successful learning: balancing self-regulation with instructional planning.Teaching in Higher Education, 23(6), 685-700. Web.

The use of classroom time is a critical aspect of effective teaching. The effectiveness of a teachers use of class time can greatly influence how well students perform on exams. Maximizing students test success is a prime priority for teachers, and one way to do this is by utilizing class time most. Research on the testing effect has repeatedly shown that testing oneself on material results in greater long-term retention than merely studying the material alone (Marzuki et al., 2021). This can help students consolidate their learning and enhance their recall on exam day. Therefore, the teacher should integrate testing into their review session to maximize the brief amount of class time available.

The teacher could use the hour of class time to apply various active retrieval techniques, considering their understanding of the testing effect. Pre-test reviews are the first step a teacher can take. The pupils will be tested based on what they have already learned. This pre-test will help the teacher identify areas of weakness and strength among the students. In order to learn effectively, it is crucial to activate previous knowledge, which the pre-test review does (Bruning et al., 2011). The educator can then concentrate on the areas where most students need to develop.

Another approach is to purposefully recollect information from memory during the review session by using retrieval practice. Quizzes, practice issues, and other tasks requiring students to remember knowledge from memory can help accomplish this. Retrieval training efficiently improves test success and long-term memory (Bruning et al., 2011). The instructor can employ this method to assist students in honing their memory retention skills in preparation for the upcoming test. The teacher might alternate between separate and collaborative activities, use a variety of question styles, such as multiple-choice questions, basic answers, and summative assessments, and incorporate multimedia resources, such as films or interactive simulations, to keep the class involved and dynamic. This will help maintain pupil interest and prevent boredom or fatigue throughout that one-hour lesson.

The teacher can make the most of that time by incorporating the spaced practice into the review session. Spreading out practice periods over time is known as spaced practice. This method has been demonstrated to increase knowledge retention over time. The teacher can employ this strategy by dividing the review session into smaller, more spaced-out sessions over a few days (Gawrisch et al., 2019). The teacher can conduct a review session for a few minutes each day for a couple of days before the exam.

In order to help students identify their areas of strength and weakness and to boost their confidence in their capacity to retrieve and recall the material, the instructor should also frequently provide feedback and reinforcement to them throughout the hour. This feedback could be verbal praise, written feedback on quizzes or exams, or one-on-one feedback sessions with students who may be struggling with specific concepts or skills.

The teacher must stress the value of continued practice and retrieval of the material beyond the class hour. The testing effect suggests that continued practice and retrieval of material over time is key to improving long-term retention and recall (Bruning et al., 2011). As a result, the teacher could encourage students to continue engaging with the material through homework assignments or other extracurricular activities.

In summary, the testing effect significantly affects how teachers can make the most of class time to raise students test scores. Teachers can aid students in improving their long-term retention and recollection of important concepts and skills by adding active retrieval techniques, including practice testing, various retrieval activities, frequent feedback, and a focus on continued practice.

References

Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology and instruction, (5th ed.).

Gawrisch, D. P., Richards, K. A., & Killian, C. M. (2019). Integrating Technology in physical education teacher education: A socialization perspective. Quest, 72(3), 260277. Web.

Marzuki, Murniati, & Yusrizal. (2021). The role of academic supervision variables, school culture, and work motivation on Teacher Performance Senior High School. Advances in Social Science, Education and Humanities Research. Web.

Education is one of the oldest assets that started with the first human being. Since the beginning of human life, education has taken many forms which are geared toward bestowing knowledge to the young generation. In the recent past, a few centuries back, formal education has been introduced to most parts of the globe. This was contrary to the common traditional way of passing knowledge and information, which often involved gathering in the fields where the youth were told about new technologies and subjects. The introduction of formal education seemed to be having many advantages over the old type of education. Its general assessment of these advantages made it easy for people in the most developing continents and countries to embrace it. (Bean, 1999):

In the present day, there has been a drastic and dramatic change in the overall procedure and system of education. This has been brought by several factors such as advancement in technology as well as improved infrastru8ctiure and communication means. Due to technology, online learning has been possible. This form of learning, when well scrutinized, it seems to be easy as compared to classroom learning.

The commitment of this online education has enabled many candidates to obtain their education on their home grounds. Thus considering its advantages, online education is one of the most convenient ways of learning for those disadvantaged individuals due to distance. It cuts down the cost of traveling, buying books, and building classrooms. The cost which the parents can not avoid is tuition fees. This also cut down on rent costs where the students are boarders. Throughout many states, there is a growing consciousness that the cost of senior education is like a runaway freight coach. Hence, there is a need to get rid of unnecessary costs of bus fare and accommodation.

Online has an additional advantage to students. Students are exposed to exploit the new technologies; hence they are able to access easily all the needed learning material as well as examinations and results. Internet technology which is widely used by online schools, provides easy access to school facilities. This has acted as a way of easy information transfer between the students and the administration staff and tutors. This cuts down the institutes operational cost by employing fewer numbers of staff officials and the cost of accessing other material from different institutions.. (Connick, 1997)

On the other hand, online education poses one great social disadvantage. The fact that learning takes place through the internet creates a clear indication that there are not intimate social relationships among the individuals making up the school community. They are just limited to chat sessions which may not be so often. This makes it difficult to understand some of the problems that are affecting students performance and does not provide the way forward of solving such problems.

Also, another problem that is associated with online learning is that technology is bound to change. The fast-changing technology creates barriers that hinder the transfer of valuable education. For instance, when a student is given an online exam, homework, or any other tests to do, it is very hard to supervise this student; thus, the answers given back to the examiner may not be right from his candidate. It should not be forgotten that there those science subjects which involve practical and research work. Teaching such courses online means limited learning materials because chemicals for chemists and devices that are required for physics practicals can not be e-mailed to the student.

This, in turn, renders ineffectiveness in the teaching methodologies and deteriorating research projects results. Most parents incur a lot of costs as many students who are mentally pre-mature spent too much money on unnecessary chat sessions on the internet. (Cardenas, 1998)

Classroom education provides a good environment for learning to those students who can attend school daily. The setting of this environment gives students the benefit of interaction. This promotes social development as well as an open exchange of ideas as opposed to the online environment. Although there is a good environment, the cost per student need is estimated to be more than $ 100 000. It is estimated that construction costs are $100,000 a classroom, at $90 per square foot. Academic building maintenance and replacement costs come in at $20 a year per square foot, $2000 per student, $10 per credit hour, and $4000 per course. (Albrecht, 1997)

Numerous students help in the contribution of valuable ideas, which built a strong team and group work. When there work together with their lecturers, they are able to get first-hand information. This also allows free exchange of ideas with no communication barriers. Students can clearly hear the comments made by other students. When they do so, those who are online have to pay for the services provided by the internet providers. (Burgen, 1996.)

While we look at a glance of the classroom education, the students can fully benefit from free communication means as it is the only face-to-face which costs nothing. Research discloses that the cost of online education is frequently the same as classroom education. However, most of us have a sense of what a classroom education school should cost. It looks like a white lie to say costs are the same because the maintenance of the electronics that are used in online education is very high. Their initial cost of purchase is not at the limits of poor citizens. Tuition costs in these schools are fairly well standard for the rich, documented, and standardized by credit hour.

Generally, it can be seen that neither classroom education nor online is more effective than the other. It is therefore advisable to combine both of these two methods in order to have better-taught elite without devaluation of the education set standards. (Evans, 1994).

Reference:

Bean, R. (1999): Lights, Camera, And Instruction: Library Instruction via Interactive Television: Central Michigan University Press.

Nipp, D. (1998): Innovative Use of the Home Page for Library Instruction. Research Strategies Burgen, A. (1996.): Goals and Purposes of Higher Education in the 21st Century: Kingsley Publisher.

Evans, T. (1994): Understanding Learners in Open and Distance Education.

Galbraith, M. W. (1998): Adult Learning Methods: A Guide for Effective Instruction: Krieger Publishing Company.

Rossman, M. (1995): Facilitating Distance Education: Journal Issue.

Whyte, S. (1996): spanning the Distance.

Albrecht, R. (1997): The Western Governors University: A New Learning System for the 20th Century.

Cardenas, K. (1998): Saving Small Foreign Language Programs.

Connick, G. (1997): Issues and Trends to Take Us into the Twenty-First Century.

The chosen activity plan focused on understanding leaf structure and the process by which a plant photosynthesizes and obtains water and nutrients. The class began with an introductory video on the basics of leaf structure and function. This was an important first step as it explained the goal of the subsequent tasks the students performed. The first objective aimed to solidify the understanding and purpose of a vein inside the leaf structure. Through the video, the students were able to determine useful and scientific vocabulary such as stalk, stem, chlorophyll, spores, stomata, and photosynthesis. The visual aspect of the video clarified the physical process by which the leaf is able to sustain itself. Additionally, having observed a diagram of the process, the students found it easier to perform the following experiment. The next step included gathering materials that included a clear jar, food coloring, and a green leaf. The students were able to witness the absorption of the colored water through the leafs veins over the period of one week.

Throughout the experiment, it was crucial that the students explored questions that analyzed the purpose of the food coloring, why water moved against gravity, why the plant required photosynthesis for energy, comparing capillaries in humans to those in plants, and more hypothetical inquiries that the students came up with themselves. The last objective of the activity encouraged students to share their findings with family members at home. The pupils could present the found data, quiz their family members, or recreate the experiment at home and act as a teacher. The activity was performed with intentional teaching in mind, in ways such as letting the students lead the inquiry process, allowing them to perform the experiment individually or in groups and conducting the teaching process in a manner that allowed for deeper knowledge of the topic and to be able to recreate it.

The digital space of a classroom can be implemented in a positive way through the use of a virtual laboratory. It is an engaging and visual method that is safe and accessible. It promotes a better understanding of chemical phenomena and builds logical mental models the students are able to engage with and recreate in a risk-free environment. There is a likelihood of a positive influence on the acquisition of knowledge when students interact with visualization tools. These learning outcomes can be recorded and assessed through the virtual laboratory (Wang & Tseng, 2018). For instance, the virtual platform is able to calculate if lab procedure was adhered to and whether or not the correct result was achieved. Feedback is constructed directly from the students performance and ability. Most virtual labs work in a similar format to video games, using consoles or tablets, which many younger students are well-versed in. The software can also be accessible despite the students location, which allows learning and practice both in school and at home under the guidance of a parent. The interaction with the virtual laboratory can be used as an integrated aspect of a curriculum well as an additional activity outside of school.

An analog tool that would enhance the leaf-structure activity would be a regular optical microscope if the school is in possession of one. The microscope would allow the students to observe the leaf structure at their own pace and also instruct them in the future use of the tool. As the microscope is not a dangerous tool within the lab, it is a good first instrument to get acquainted with before moving onto more risky equipment. Both tools encourage and enhance the relationship between learning, adults, and students which is the primary goal of the 4th principle of technology according to the US Department of Education. A virtual lab and microscope are equally accessible to all students and can be monitored by both teachers and parents. Projects that allow the children to implement both of these tools can offer contribution to their community through creation of presentations, posters, reports, or outreach to younger students and other members of the community.

References

Wang, T.L., & Tseng, Y.K. (2018). The comparative effectiveness of physical, virtual, and virtual-physical manipulatives on third-grade students science achievement and conceptual understanding of evaporation and condensation. International Journal of Science and Mathematics Education, 16, 203219. Web.

Single-sex primary and secondary education is a controversial topic that is widely discussed in research. Whereas some scholars believe that sexually segregated classrooms are beneficial for students of both sexes, others argue that they promote gender discrimination and stereotyping. Still, schools offering sexually segregated education are popular around the world. According to Gross-Loh (2014), over 500 American public schools offer some forms of single-sex education to students. Benefits provided by single-sex education are thought to include an improved focus on academic accomplishments, reduced gender gap in achievement, and improved learning overall. Integrated classrooms, on the other hand, promote inclusivity and minimize gender stereotypes while also encouraging cooperation and communication across genders. The present essay will compare the rationale for both education options and show how mixed classrooms can be more beneficial to students than the sexually segregated ones.

Focus on Learning

One of the primary reasons for the popularity of single-sex primary and secondary classrooms is that they are thought to help students focus on learning. Gross-Loh (2014) offers testimony from a female student involved in an all-girls school: The value was put on who we were, not what we look like (para. 1). Indeed, in a sexually segregated environment, students can worry less about their looks and impressing the opposite sex. The competition among students is based solely on their academic accomplishments, which can have a positive effect on learning.

However, by removing the distractions associated with the opposite gender, single-sex classrooms also create a highly controlled environment. In particular, students are not given the opportunity to learn how to balance their academic career and personal life. This could affect their success in high school, further education, and work. Therefore, although sexually segregated classrooms could improve academic accomplishment in the short term, co-education classrooms teach students how to reach balance in life, thus being more beneficial in the long term.

Gender Differences in Learning

From the scientific point of view, the rationale for single-sex classrooms is that boys and girls have different tendencies and abilities when it comes to learning. According to a report by the University of California Los Angeles (UCLA, 2015), boys and girls develop at different rates. This creates variability in learning patterns and behaviors. For instance, boys are believed to be more proactive and confident in classrooms, thus overshadowing girls, who are thought to be timid. Other gender differences in learning may include cognitive development, memory, and abilities in certain subject areas. Based on this rationale, it appears that sexually segregated classrooms would help to tailor the learning process to students needs, thus encouraging academic success.

Nevertheless, research on academic achievement in co-education and single-sex schools does not show a significant improvement in academics. A thorough meta-analysis performed by Pahlke, Hyde, and Allison (2014) evaluated 184 studies carried out in 21 countries and including over 1.6 million students. The researchers found that the studies showing improved academic results in single-sex classrooms were poorly controlled and of low methodological quality. Controlled, high-quality research studies, on the other hand, only noted trivial differences in academic achievement in mathematics and science (Pahlke et al., 2014). Thus, the study shows that the influence of gender differences on learning is overestimated, and sexually segregated classrooms do not provide significant benefits in terms of academic scores compared to integrated education systems.

Gender Stereotyping and Discrimination

Other important factors that require consideration are gender stereotyping and discrimination. Proponents of single-sex education often argue that teachers may be biased against students of a particular gender. UCLA (2015) notes that some teachers may favor boys over girls, while others may be overprotective of girls. In sexually segregated classrooms, these concerns are addressed, which supposedly leads to reduced favoritism and promotes the equality of opportunity for all students.

However, the opponents of the practice believe that single-sex primary and secondary education leads to gender stereotyping and discrimination in further life. For example, Gross-Loh (2014) mentions a widespread belief that like racial segregation, separation of the sexes will lead to entrenched gender stereotyping and sexism (para. 12). This effect could be based on the fact that, while studying in sexually segregated settings, boys and girls have fewer opportunities to communicate with one another. Limited experience of interactions with the opposite sex could lead them to form assumptions based on popular gender stereotypes, thus reinforcing them. Reducing gender stereotyping and discrimination requires free communication between the sexes, which is limited in sexually segregated settings. Co-educational schooling, on the other hand, provides students with the experience of working together with the members of the opposite sex. Therefore, it could help to prevent stereotyping and discrimination of boys and girls.

Achievement Gap

Gender gaps in academic and career achievement are persistent in our society. In primary and secondary school settings, gender gaps in achievement affect students ability to progress to high school and college seamlessly. In particular, boys are believed to dominate in classrooms, thus giving girls fewer opportunities to excel in their learning (UCLA, 2015). This is truly an important issue that, coupled with teachers frequent favoritism of boys, may lead to low grades, impaired self-confidence, and limited pathways to future learning in female students. Gender gaps in academic achievements could also translate to their future careers, thus reinforcing gender inequality in the society. Single-sex education is believed to combat these challenges by controlling the learning environment (UCLA, 2015). However, this only addresses a minor part of a significant issue.

Inequality of opportunity, which is the main reason for gender achievement gaps, depends not only on gender, but on race, sexuality, nationality, and social status. Specific groups of people attempt to dominate others based on their privileged position. Gender inequality in education is one of many examples of this issue. Thus, in single-sex classrooms, students could still suffer from achievement gaps based on racial, ethnic, or social factors. The only way to eliminate achievement gaps in education is to address the source of the problem by training teachers to provide equal opportunities to all students. If teachers have the knowledge and experience needed to avoid favoritism and discrimination, they can help to erase achievement gaps both in co-education and sexually segregated settings.

Conclusion

The present paper discussed some of the perceived benefits of sexually segregated primary and secondary classrooms versus the now-traditional integrated settings. Based on the analysis, it is evident that co-education classrooms are more beneficial for students than single-sex ones, as they provide valuable experience of working with students of the opposite sex. This contributes to success in future academic and professional career while also assisting in reducing gender stereotyping and discrimination. Furthermore, the essay showed that same-sex schooling does not address the causes of achievement gaps in education. Therefore, with sufficient training of teachers, integrated primary and secondary classrooms have a more positive effect on students academic success and their personal lives than sexually segregated education.

References

Gross-Loh, C. (2014). The never-ending controversy over all-girls education. The Atlantic. Web.

Pahlke, E., Hyde, J. S., & Allison, C. M. (2014). The effects of single-sex compared with coeducational schooling on students performance and attitudes: A meta-analysis. Psychological Bulletin, 140(4), 1042-1072.

University of California Los Angeles (UCLA). (2015). Single-sex education: Pros and cons. Web.

Introduction

The use of computers in classrooms has been approached with mixed feelings. While some people feel like it is an unnecessary engagement, a good number are of a different opinion. In both circumstances, it is impossible to ignore the role of computers for a decent performance of students in schools. Computers have, with no doubt, become part of our human existence. Nevertheless, incorporating their use in the classrooms will have varied impacts depending on its use. As Gelernter noted They have the potential to accomplish great things, but in practice, however, computers make our worst educational enemies (274). This held true, it is however not worth to ignore the possibility of positive results that could emanate from the use of the same. This research seeks to highlight the positive results that could be achieved through the use of computers and why they should be used in class.

Advantages and disadvantages

Logically, every invention and every action in life comes along with its merits and demerits. Computers in this case are not an exception as they too have their advantages and disadvantages. Some of the advantages on the use of computers are efficiency, accuracy and being an easy way to perform a task. A computer makes work easier and with data storage and transfer features, it is the best option compared to other forms. However with all these, there is the internet that has become the major shortcoming as far as the use of computers in a class is concerned. Students are exposed to pornographic materials and other destructive information through the computer and internet.

Globalization factor

The destructive impact of computers not withstanding, the possibility of a better life through their use in class should not been overlooked. In the current state of affairs at a global scale, ignoring computers would be almost like a suicide engagement. I agree with Gelernter when he says computers should be in the schools (300). Countries round the globe are moving in to form a global village hence knowledge sharing is a vital aspect of a students life. Computers have the capability to provide better instructional efficiency and encourage the trend of sharing. Students are more exposed to knowledge through exchange programs, learning from other students in different parts of the world.

Globalization has increased the demand for education and skills. The demand for better academic performance has risen as a result of this. The need for better instructional engagements that would capture the students attention and make a study easier to capture is a matter of urgency. Computers offer a chance to achieve that with multimedia technologies that would simplify the learning experience. They make learning enjoyable and present real life situations. Hence, studying becomes a good experience. The use of computers therefore considering the above findings is more profitable than harmful in class.

Knowledge factor

Considering the global input in the internet in terms of information availed is vast and helpful. Knowledge is the key to success and the government should be compelled to go all the possible lengths to avail knowledge to students. By allowing computers in class, it not only makes studying more friendly, but also efficiently equips the students with the current developments in knowledge. The computer unlike a book or an instructor is not limited to one source of information. Rather through the internet, one can acquire enormous knowledge from different sources off course increasing the chances of accuracy. This kind of exposure gives the students a better understanding and exposes them to the best sources of knowledge hence increasing the quality of education.

Efficiency and accuracy

Above all the positive impacts in the use of computers, efficiency and accuracy are the most remarkable reasons to engage this electronic device. Computers competence is unmatched compared to human inputs in solving a task or explaining a theory. Information relayed in the internet is in most cases of remarkable precision. These two reasons should prompt our thoughts into thinking towards what we are loosing by delaying the use of computers in schools. Students are entitled to receiving quality and accurate information in their studies. To achieve this all we need is the use of computers in class rooms and this matter will be brought to rest.

Conclusion

With the current technological advancement and fast changes in information, it is a big mistake to think we can keep up to the challenge with the same old practices. Fighting to secure teachers and instructors livelihood at the expense of students and knowledge must be out of the question. The priority being the development of students academically by being informed, my opinion is that computers should be allowed in class as they will capture students attention. This is not to downplay the roles of instructors, but just as an advanced tactic to counter the technological growth. In my opinion, I feel this is the best move to make in response to global technological advancement. Principles that worked decades ago can not be credited as to be working in the current world of technology. To this effect therefore, a change is inevitable and introduction of computers would be the reasonable first change in schools.

Works Cited

Gelernter, David. Unplugged: The myth of computers in the classroom The New Republic. 1994: 273- 300. Highbeam Business. Web.

Author, F. (1776). Effects of classroom testing by microcomputer. Journal of ABCDE, 99(9), 9-19.

Problem

Recently Active Shooter rates have been on the rise, while general Homicide rates keep decreasing. Research into the reasons for these crimes, the means through which they are executed, and the motivation of killers has been undertaken. The research base rests upon examining different theories of motivation that make people commit these crimes. Then the authors compare theoretical findings to the actual state of things and make conclusions as to how Active Shooter rates could be diminished. The influence of Cancel Culture is believed to be a factor that subconsciously pushes people toward committing Active Shooter crimes.

Comments: The problem statements do not fully agree with the title as the article centers upon examining different theories and making recommendations on how to prevent these crimes. Cancel Culture is mentioned as one of the possible reasons and is not given due prominence within the article. However, the article is educational since it allows readers to ponder why such crimes take place and what society can do to combat them.

Review of Literature

Several articles are especially relevant for this study as they help to underpin the hypothesis of the study and give proof that it is worthy. The article by Cliff (2021) Teaching the Active-Shooter Generation looks upon what educational means lay the ground for the Active Shooter movement. It provides evidence that educational background, as well as the culture in which the individuals grow, can help to form certain deviant stances. In a sense, Cancel culture can subconsciously push people to these crimes.

The second article by Silver et al. (2018) called A study of the pre-attack behaviors of active shooters in the United States between 2000 and 2013 looks upon what behavioral patterns can be characteristic of shooters. It is relevant for the study since it allows to connect the theories examined in the study with the actual behavior of shooters. The third article, called Hate crimes in transition by Levin & McDevitt (2020), looks at the motivation behind shooting crimes and provides proof for the theories covered in the study.

Objectives

Specifically, the study sought to determine: (a) the effect social surroundings in general and Cancel culture, in particular, have on Active Shooter rates (b) motivation behind these shootings and to what extent this motivation can be nurtured by the society; (c) what are the means through which these crimes are executed; (d) what can be done to prevent these shootings.

Comment: The authors objectives were answerable, and they chose to obtain them by applying different theories. The hypothesis that Active Shooters can be subconsciously influenced by Cancel Culture was tested and found proof in psychological theories.

Hypothesis

This research tested hypotheses that Active Shooters were influenced by societal culture, within which Cancel Culture plays a prominent part.

Comments: The purpose was clearly and concisely stated and agreed with the title. It was limited to the researchers capabilities and resources.

Methodology

The study involved applying psychological theories to trace the connection between Shooter crimes and Cancel culture. The study showed how these theories served to explain the connection. Moreover, means, motivation, and methods of prevention were examined in the study. The basis for this examination was a literary overview and evidence gathered through statistical means.

Comments: The methods used to gather the data for this article were clearly explained. The basis for the application of different theories was clearly stated, statistical data were taken from credible sources.

Findings

It was found that Cancel Culture has a subconscious influence on Active Shooter rates. Among other factors that may be responsible for the increasing number of these crimes were named stigmatization, social distancing, and inability to cope with difficulties. The main motivation behind these crimes was found desire to take revenge. The means through which the crimes were executed were mostly guns, the easy access to which fosters criminal activities.

Comments: The findings were well organized, sectioned, and reported objectively. The findings were proved by statistical data gathered from credible sources.

Summary

The summary of the article is posted on the first page and clearly sets the topic of the investigation, methods used, and the results received.

Conclusions

Conclusions and implications were formulated, taking into consideration psychological theories and statistical data. The blend of these two lines of approach helped to prove beyond doubt the influence of Cancel Culture on Shooter crime rates.

Comments: The conclusions were based on the findings, logically stated, and included a discussion of

Possible prevention means of these crimes.

Recommendations

The authors recommend conducting an empirical case study to provide proof for their findings.

Comments: The recommendations were limited to an empirical case study and called for additional research in the area. My recommendations are that the hypothesis is further tested in real life, and if proven correct, the influence of Cancel culture on adolescents should be limited.

Refences

Cliff, C. (2021). Teaching the Active-Shooter Generation. New England Journal of Higher Education.

Silver, J., Simons, A., & Craun, S. (2018). A study of the pre-attack behaviors of active shooters in the United States between 2000 and 2013.

Levin, J., & McDevitt, J. (2020). Hate crimes in transition.

Discussions are used in the classroom for many reasons: discussions increase student interest and participation, help get feedback from teachers, facilitate good lecture preparation, and improve student skills. There are many benefits to having class discussions during class (Vetter et al., 2020). Classroom discussions are a common pedagogical approach that involve verbal exchanges of information between teachers and students (Murphy et al., 2020). Encouraging and facilitating class discussions can help students learn from each other and better understand and remember the lecture.

Many theoretical studies support the importance of class discussions after lectures. Class discussions are the simplest strategy for engaging all participants in discussing the material (Slavin, 2018). Lectures ending in discussions help students focus and increase their interest in the subject. By discussing their answers, they get different points of view (Slavin, 2018). Good questions and answers can make students think deeply and make connections. Through discussion, the teacher receives feedback: as students answer questions, instructors can assess whether students understand the materials. If a student answers a question incorrectly, teachers can help students correct their answers. If the teacher regularly engages students in class discussions, students are more likely to come to class prepared, such as asking questions about an assigned reading.

Developing students conversational skills through discussions is essential. Teachers prepare students to speak in front of their peers confidently. Public speaking is a skill that improves with more practice (Cruz, 2019). When teachers promote class discussions, they prepare the students to work in real-life settings (The Theory and Practice of Group Discussion, 2021). Discussions also help teachers control the classroom environment: if students are inattentive, the teacher may refer to them to concentrate better in the classroom. As a result, students are more attentive to what happens during lectures.

There are several effective strategies for using class discussion. One of them is the color discussion method, in which students have their color that accompanies them throughout the lesson; this method works especially well in an online lesson (Handbook of Research on Online Discussion-Based Teaching Methods, 2020). Students like choosing their fonts and colors while experiencing the novelty of having multiple people type on the same document. Teachers benefit as they can quickly scan and follow color-coded participants.

Another method for effectively using class discussion is to walk through the galleries. Teachers can create gallery walks by placing photos and images around the room at stations. Students group and move between stations for a specific purpose. One of the most important considerations is to have a content rich enough for students to encourage out-of-the-box thinking and conversations (Improving Classroom Engagement and International Development Programs, 2020). This strategy is well suited for both online learning and regular lessons. Another strategy can be called panel discussion, which involves dividing the class into three groups. The moderator asks questions, part of the group participates in the discussion, and the rest is the audience. The moderator directs the discussion, and the panelists act as experts on the topics. Thanks to the changing roles, this kind of discussion keeps all students engaged.

Thus, class discussions are one of the most effective teaching strategies to increase students interest in the learning process, improve their speaking skills and keep them motivated. This method also benefits teachers: it allows them to control the educational process and receive feedback from students. With the implementation of group dynamics, all students confidently expressed their opinions in class discussions (Markevych et al., 2022). Discussions help highlight the key points of the lecture, help students build their own opinion, and identify students who need to devote more time to understand the lessons topic. There are several ways to use the discussion method in the classroom: using color, which is especially important in an online lesson, and walking through the gallery, developing creative thinking. These methods allow the student to remain involved in the discussion and teachers to control the learning process.

References

Blessinger P., Sengupta E. & Makhanya M. (Eds.). (2020). Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education. Emerald Publishing Limited.

Cruz, N. (2019). Improving the Oral Communication Skills of Senior High School Students Through the Use of Task-based Strategy. GRIN Verlag.

Lo M.L. & Chen, C.C. (Eds.). (2021). The Theory and Practice of Group Discussion with Quality Talk. Springer Singapore.

Markevych, Y., Khavanska, A., & Filenko, I. (2022). Improving Students Ability to Communicate Interpersonally in English Classroom Discussions through Group Dynamics Implementation. JELITA, 3(1), 34-43.

Murphy, P. K., Firetto, C. M., Lloyd, G. M., Wei, L., & Baszczewski, S. E. (2020). Classroom discussions. In Oxford Research Encyclopedia of Education. Web.

Slavin, R. E. (2018). Educational Psychology: Theory and Practice. Pearson.

Vetter, A., Schieble, M. & Martin, K. M. (2020). Classroom Talk for Social Change: Critical Conversations in English Language Arts. Teachers College Press.

Wilton L. & Brett C. (Eds.) (2020). Handbook of Research on Online Discussion-Based Teaching Methods. IGI Global.