Category: Teaching

Literature Review

Importance

The importance of childhood education is well established, and numerous studies confirm the matter. International experience confirms that the quality of pre-school education affects the later development of children (MacDonald & Carmichael, 2017).

Early acquisition of mathematical skills is crucial for toddlers to facilitate their learning abilities during the school years (MacDonald & Carmichael, 2017). Even though it is traditionally believed that children before seven do not have fully-developed ability to reason logically, a study by Wright, Robertson, and Hadfield (2011) confirms that 5-year-olds are well on the way to developing such skills, while 6-year-olds often demonstrate a full ability to think using logic. In short, early exposure of children to mathematics activity, including length measuring, positively affects future success in the acquisition of mathematical skills.

Key Concepts

Length measuring may become an intricate task for young children since it implies that they understand several important concepts. Bush (2009) states that there are three essential concepts that need to be learned for children to acquire the skill of measuring length, including transitive reasoning, identical units, and iteration. Bush (2009) states that transitivity is based on comparison and explains it as the ability to understand that if A=B and B=C, then A=C.

The idea of identical units is essential for measuring with standard and non-standard scales since units of length for measuring objects must be identical (Bush, 2009). Iteration is the ability to use an object repeatedly to find measurements (Bush, 2009). While the three-concept approach seems appropriate, it does not provide enough details of the thinking process while measuring length.

More detailed approaches identify six or eight basic concepts that children should understand to develop the ability to measure length. According to Clements and Stephan (2004), they are partitioning, unit iteration, transitivity, conservation, accumulation of distance, and relation to number. Partitioning is the ability to mentally divide an object into smaller equal parts, such as centimetres or inches. Conservation refers to the understanding that the length of an object remains unchanged even if observed from a different location. Accumulation of distance is an appreciation that “the number words signify the space covered by all units counted up to that point” (Clements & Stephan, 2004, p. 7).

Comprehending the relation between number and measurement implies the understanding that discrete units can be used to measure continuous objects. Lee and Francis (2016) contribute two other concepts to this list by suggesting the addition of attribute, the appreciation that lengths span fixed distances and origin, the understanding that any point on a scale can be used to start measurements. In short, the number of concepts is inconsistent in the reviewed body of literature.

Learning Progression

The learning progression is based on the nature of the developmental stages of children. According to Sarama, Clements, Barrett, Van Dine, and McDonel (2011), there are seven stages of understanding length. First, children do not recognize length as an attribute and believe that anything that is not straight cannot belong. Second, they start to understand that length is an absolute rather than a comparative descriptor.

During the third stage, children acquire the appreciation that attributes can be directly compared, while the fourth phase signifies their ability to compare them indirectly. The fifth step in learning the matter is gaining the ability to perform end-to-end measurements. In the sixth stage, students can measure an object using iteration of standard and non-standard units. The last stage relates to the full competence in measurements “knowing the need for identical units, the relationship between different units, partitions of the unit, zero points on rulers, and accumulation of distance” (Sarama et al., 2011, p. 670). Teachers should guide their students from one developmental stage to another.

There are several remarks about the transition from one stage of leaning length measurement to another. According to Blevins and Cooper (1986), it is vital to understand that children’s appreciation of transitivity may be fragile and minor alteration in tasks may lead to significant difficulties in performance. Since transitivity is a concept that is acquired gradually, teachers are not to hurry to move to further stages of learning the matter.

Kotsopoulos, Makosz, & Zambrzycka (2015) also suggest that instead of the consecutive introduction of non-standard and standard units, both approaches to measurement should be introduced simultaneously given that children are familiar with numbers. Ultimately, the learning progression can be altered to meet the needs of a particular group of learners.

Suggestions for Teaching

Educators are to apply relevant teaching strategies confirmed by the latest empirical evidence to improve learning outcomes. Even though the measurement of length is taught repeatedly, research by Kamii (2006) shows that more than half of seven-graders are unable to use measurement skills adequately. Colliver (2017) claims that the reason for low performance may be little interest in the learning activities. Curiosity to the subject in pre-school children should be fostered through child-initiated play rather than mathematics activities prescribed by adults (Colliver, 2017).

McLennan (2018) suggests promoting measurement activities in kindergarten during outdoor playtimes to captivate toddlers’ attention. For older children, Kamii (2006) recommends using rulers with explicitly marked zero away from the edge to provoke children’s thinking about units. In short, the use of these findings may improve children’s competence in length measurement.

Curriculum Links

Curriculum Overview

The topic of length measurement is adequately addressed in the Australian Curriculum from Foundation to Year 3. According to the Australian Curriculum, Assessment and Reporting Authority (ACARA, n.d.), during the Foundation Year, students are expected to learn a direct and indirect comparison of measurements, including length. Consequently, before starting formal education, children are supposed to have an understanding of length as an absolute attribute.

The activities focus on comparing the lengths of familiar objects and using appropriate everyday vocabulary to describe the findings. By the end of Year 1, children are expected to be able to measure and compare two objects using uniform informal units (ACARA, n.d.). Teachers suggest using hands, feet, and toothpicks to measure the lengths of familiar objects and compare the attributes pairs of items.

In the course of Year 2, students should gain the skill of selecting appropriate informal units to measure various objects (ACARA, n.d.). Additionally, they are to compare sets of objects, draw adequate conclusions, and discuss their findings. During this year, educators show cartoons and offer to read various stories about the utility of length measurement (ACARA, n.d.). During Year 3, formal units are introduced through appropriate media and conversation (ACARA, n.d.).

By the end of the year, children are expected to measure length using a ruler and compare measurements based using conventional scales (ACARA, n.d.). In summary, the Australian Curriculum aims at gradually developing length measurement skill by repeatedly addressing the matter between Foundation and Year 3.

Connection of the Suggested Pedagogies

The Australian Curriculum is consistently structured in accordance with the findings of the literature review presented in this paper. During the first four years of formal education, students are gradually familiarized with key concepts suggested by Clements and Stephan (2004) through appropriate activities. Additionally, ACARA (n.d.) adheres to the developmental stages described by Sarama et al. (2011) and gradually introduces new competencies according to students’ age. Every year, students review their knowledge learned in the previous years, which is vital according to Blevins and Cooper (1986) since such complicated concepts as transitivity are learned gradually. However, despite the logical and comprehensible structure, the literature review suggests that the Australian Curriculum can be improved.

First, more outdoor activities should be introduced to facilitate student-initiated mathematics activities. Colliver (2017) and McLennan (2018) provide excellent examples of activities and parks and forests that arouse children’s interest without a need for adults to set tasks. Second, ACARA should consider introducing formal and non-formal length units simultaneously since Kotsopoulos et al. (2015) provides significant empirical support for the matter. Since children in Year 1 are already familiar with the numbers, rulers can be used together with other objects to perform measurements.

Finally, ACARA (n.d.) does not provide any recommendations about what rulers should be used during Year 3. According to Kamii (2006), it would be beneficial if ACARA insisted on using rulers with explicitly marked zero away from the edge. In summary, even though, according to empirical evidence, there are minor alterations that can be made to the Australian Curriculum, its overall structure is logical and consistent with recent research findings.

Example Activity

Activity Description

In my teaching experience, I designed an outdoor activity that aimed at comparing the lengths of sticks. During the activity, children were encouraged to look for a stick they like for 3 minutes and then show it to the class. Then the children were instructed to split into pairs and decide who has a long stick by directly comparing the objects. After that, the pairs had to team up with another one and determine who has the longest stick and who has the shortest.

After that, the groups would have to stand in line where the first person would have the longest stick, and the last person has the shortest stick. I asked students to draw conclusions about the length of the stick if student A stands between students B and C. The activity helped the children to compare objects directly and indirectly and learn the concept of transitivity.

Justification

The activity described above has proven to be effective in helping children acquire crucial mathematics skills. The primary reason for the matter is that it was an outdoor play-based activity, which is vital, according to McLennan (2018). Children seem to express more interest and become more adherent to instructions when they are introduced as rules of a game. Second, direct and indirect comparison, together with the concept of transitivity, could be learned by the students of Year 2.

The activity adheres to the Australian Curriculum and the learning progression described by Sarama et al. (2011). Third, stick attributes comparison is an innocuous and inexpensive intervention, which central according to Colliver (2017). I was not afraid to try the activity since even if children found it unexciting, the risks are minimal. In short, the proposed activity is stimulating, cost-efficient, and consistent with the latest empirical evidence and Australian curriculum suggestions.

References

Australian Curriculum, Assessment and Reporting Authority. (n.d.). F-10 Curriculum: Mathematics. Web.

Blevins, B., & Cooper, R. (1986). The development of transitivity of length in young children. The Journal of Genetic Psychology, 147(3), 395-405. Web.

Bush, H. (2009). Assessing children’s understanding of length: A focus on three concepts. APMC 14(4), 29-32.

Clements, D., & Stephan, M. (2004). Measurement in PreK-2 mathematics. Web.

Colliver, Y. (2017). Fostering young children’s interest in numeracy through demonstration of its value: The Footsteps Study. Mathematics Education Research Journal, 30(4), 407-428. Web.

Kamii, C. (2006). Measurement of length: How can we teach it better? Teaching Children Mathematics, 13(3), 154-158.

Kotsopoulos, D., Makosz, S., & Zambrzycka, J. (2015). Number knowledge and young children’s ability to measure length. Early Education and Development, 28(8), 925-938. Web.

Lee, M., & Francis, D. (2016). 5 Ways to improve children’s understanding of length measurement. Teaching Children Mathematics, 23(4), 218-224. Web.

MacDonald, A., & Carmichael, C. (2017). Early mathematical competencies and later achievement: insights from the Longitudinal Study of Australian Children. Mathematics Education Research Journal, 30(4), 429-444. Web.

McLennan, D. (2018). The Beautiful Tree Project: Exploring measurement in nature. Teaching Children Mathematics, 25(1), 16-23. Web.

Sarama, J., Clements, D., Barrett, J., Van Dine, D., & McDonel, J. (2011). Evaluation of a learning trajectory for length in the early years. ZDM, 43(5), 667-680. Web.

Wright, B., Robertson, S., & Hadfield, L. (2011). Transitivity for height versus speed: To what extent do the under-7s really have a transitive capacity? Thinking & Reasoning, 17(1), 57-81. Web.

Introduction

Teachers’ perspectives on learners’ acquisition of knowledge play key roles in learning processes and, therefore, inform pedagogical practices. As such, different teachers (based on diverse teaching philosophies, values, and theories) adopt different approaches to content delivery and, therefore, there are diverse pedagogical practices. It is imperative to note that Piaget’s cognitive-developmental theory emphasizes interaction with the physical environment for proper learning and development in a child. Therefore, teachers should adopt philosophies that allow learners to interact with their environment.

This paper discusses a teaching philosophy that embraces play-based curricula and supports the idea that children learn through play. Playing is a crucial tool that teachers can use to develop all domains of learning, including cognitive, physical, and emotional aspects (Ginsburg, 2007 ).

Children learn through play

Play-based programs are vital in content delivery when teaching children. A play-based teaching philosophy allows children to interact with their physical environment and, therefore, augment learning and development in all aspects (Bodrova, Germeroth, & Leong, 2013). Play-based curricular programs challenge learners to find out about their environment while meeting set learning objectives.

The play-based teaching philosophy is based on Vygotsky’s views, which emphasize that children’s learning processes are entrenched in social contexts and procedures (Bodrova et al., 2013). According to Vygotsky, play-based curricula should allow learners to create imaginary situations, role-play, and follow specific sets of rules. This philosophy is based on the belief that active participatory learning, which is facilitated by play, is key to the full development of learners’ potential. Learners in active learning environments experience enjoyment, control, interest, and feelings of confidence. Additionally, children experiment, solve problems and make decisions when playing. As such, firsthand experiences in child-initiated play facilitate self-awareness in learners while allowing them to comprehend their world (Thornton, 2015).

Learning activities in child-initiated play

Although learning through play philosophy is child-centered, teachers have vital roles. Teachers play key roles in planning learning activities and aligning them with child-initiated plays. It is a prerequisite that teachers plan specific activities that will exploit all domains of learning, including arithmetic, literacy, and language (Hoisington, 2008).

Vygotsky’s theory of scaffolding is vital in the preparation of learning activities in play-based curricula (Farr, 2014).

First, teachers need to organize the physical environment in which learners will play (Farr, 2014). Playing the environment should be full of open-ended resources that will allow learners to explore and investigate their surroundings imaginatively. Playing the environment should also develop atmospheres where learners are free to experiment and share thoughts. Learners should be allowed to be themselves when learning through play.

Second, teachers should enhance safety by training learners on practical skills pertinent to the handling of tools and play items. Playing in the environment should also be hazard-free.

Learning activities should be planned in a way that allows a child to learn physically, cognitively, linguistically, emotionally, socially, and spiritually.

Play enables learners to develop and augment motor skills. Further, play stimulates memory, imagination, and creativity in learners (Ginsburg, 2007 ). As such, the cognitive level of learning is developed.

Learning activities should also be geared to children’s development of language. Play leads to the development of linguistic skills and, hence, enhances environmental understanding.

While playing, learners have opportunities to freely talk about their feelings and consequently develop emotional skills. Learning through play should also involve social interactions where learners freely interact with their peers. As such, learning activities should be planned in a way that they will initiate the formation of peer relationships. Further, learning activities should create rooms for the appreciation of rules of behavior, sharing, negotiation skills, cooperation, and learning to work as parts of groups. With such approaches, learning activities will influence social development.

It is worth noting that learning activities in this philosophy are unique (Farr, 2014). Some of the most appropriate learning activities include modeling, prompting, and roleplaying. Also, it is recommended that teachers should give positive feedback to reinforce healthy social interactions.

Learners need teachers’ assistance to make sense of discoveries made during play (Ridgway & Quinones, 2012). The teachers’ support will enhance the realization of learning objectives. Additionally, teachers help learners to create links and connections between discoveries and their prior knowledge.

Additionally, teachers (adults) should control the duration and intensity of play. A play should only be allowed to be repetitive if specific learning objectives have not been achieved. Otherwise, teachers should intervene in having learning activities and objectives in mind. Additionally, teachers can intervene if learners lack the required skills and knowledge to facilitate play and achievement of learning objectives (Ridgway & Quinones, 2012). As such, teachers will intervene in aiming at supporting learners’ language and skill development. After play sessions, teachers should create time for reflection and evaluation.

Conclusion

Decisively, it is apparent that teaching philosophies inform pedagogical processes and learning activities. This essay has revealed that a play-based curriculum is pertinent in children learning. As such, the worldview that children learn through play is a relevant and effective approach to teaching. The philosophy borrows a lot from Vygotsky, and it allows learners to interact with their environment as they develop cognitively, socially, linguistically, and in motor skills.

References

Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation; lessons from Vygotsky. American Journal of Play, 6(1), 111-123.

Farr, T. (2014). An Introduction to Using Vygotsky Scaffolding in the Classroom. Web.

Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182-191. Web.

Hoisington, C. (2008). Let’s Play! Using Play-Based Curriculum to Support Children’s Learning throughout the Domains. Early Childhood News. Web.

Ridgway, A., & Quinones, G. (2012). How Do Early Childhood Students Conceptualise Play-Based Curriculum? Australian Journal of Teacher Education, 37(12), 46-56. Web.

Thornton, L. (2015).Getting the Right Balance between Adult-led and Child-initiated Learning. Web.

Introduction

Classroom management is one of the methods widely used in a modern educational environment. This technique involves avoiding traditional teaching practices and expands the powers of those involved in the process of interacting with the target audience. The analysed case study mentions Mr. X’s concerns regarding the appropriateness of his involvement in a new position and anxiety in relation to increasing responsibilities.

Nevertheless, when comparing this methodology of teaching activity with classical work as an educator, one can note that the managerial role helps expand the range of potentially positive interventions. This position involving instructor responsibilities opens up wider prospects for teacher-student interaction and allows for the introduction of relevant work strategies to increase the academic performance of the target audience and other significant aspects of education.

Advantages of Classroom Management

One of the main advantages of being a class manager is the ability to facilitate a productive learning environment. According to Korpershoek, Harms, de Boer, van Kuijk and Doolaard (2016), if an educational specialist adheres to a clear strategy for working in this direction, his or her capabilities are not limited solely to teaching activities. The authors note that employees of this profile engage students in an active learning process and, at the same time, stimulate the maintenance of positive behavioural, emotional and other aspects of joint learning (Korpershoek et al., 2016).

In this case, the work is of a preventive nature but not reactive, which minimises the likelihood of conflicts and contributes to a favourable learning environment. As a result, specialists of this profile have respect both among the target audience and colleagues since this position opens up wide opportunities and makes it possible to choose a flexible working method based on the current indicators of students’ activities.

Instructor work brings teachers and students closer and helps achieve positive and effective interaction. As Sieberer-Nagler (2016) argues, experienced classroom managers can address both the academic and behavioural aspects of learning, thereby creating the most productive educational environment. Since both indicators form the basis of successful teaching, instructor activity in this direction is of high importance to all interested parties. Sieberer-Nagler (2016) notes that every teacher, sooner or later, faces a crisis when he or she is lost and cannot clearly realise one’s goals and priorities. Working as a classroom manager contributes to avoiding such reflections because, in case of the conscientious fulfilment of immediate duties, specialists of this profile cover a wide range of educational practices, thereby realising personal responsibility.

In relation to the case of Mr. X, who is not ready to combine the responsibilities of an educator and classroom manager, it is essential for the employee to understand the importance and benefits of this role. Accordingly, it is necessary to convey to him the advantages of his position and describe what valuable outcomes may be achieved if the work plan is implemented correctly.

Mutual Motivation as a Stimulating Factor

Motivated students demonstrate higher academic results than those who do not show interest in learning, and this rule is an axiom. However, as Sieberer-Nagler (2016) states, the possibilities of working as a classroom manager open up additional stimulating opportunities for specialists themselves. The ability to address different aspects of student work, including emotional stability and behavioural factors, helps instructors better adapt to dynamic teaching environments and develop effective interaction strategies. Mutual cooperation increases the interest of both parties, but for this purpose, it is necessary to ensure the involvement of all stakeholders without exception.

Mr. X may fear the responsibility for the results of working as a classroom manager, but if he takes the initiative and uses his teaching experience to achieve high student motivation, this will become a significant incentive for him to continue working and improve his professional qualification.

In addition to clear learning objectives, following the principles of work as a classroom manager may allow coordinating other aspects of student preparation due to the introduction of motivational strategies. Korpershoek et al. (2016) provide a list of interventions aimed at enhancing socio-emotional and behavioural factors and argues that, “in many interventions, both preventive and reactive strategies are used” (p. 646).

This means that the participation of instructors helps create a highly effective mode of lifelong learning, where each participant is able to receive the necessary support with a minimum risk of errors. Mr. X has sufficient teaching experience, but his inability to perform manager functions can be explained by a fear of too high demands. In order to allay his discomfort, the employee should make sure that such complex work may have positive results not only for students but also for him, which can act as an additional motivational factor.

Conclusion

The position of a classroom manager that Mr. X fears is important for establishing a productive teacher-student interaction and realising valuable behavioural and emotional interventions. Its advantages are undeniable in the context of students’ academic performance and the creation of an effective learning environment. Motivational aspects can affect both the target audience and managers themselves by maintaining a high level of communication and personal impacts.

References

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680. Web.

Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172. Web.

As a part of an effective teaching process, it is important to integrate environmental factors so that learners can have a test of reality.

When constructing a plan of your lesson, it is relevant to take into consideration the problems affecting the local community and authenticity of the curriculum of the school you are teaching and traditional practices that might affect your teaching. As part of preparation, it is important to take into consideration intellectual and moral levels of learners. A lesson that is considered to be successful is one that attains the expectations of a given school curriculum.

It incorporates, critical and creative thinking, learners own inventions, cooperation in the learning process and encouraging questioning. In this lesson I am going to discuss about organizational networks that are working towards sustainability of the coastal region of Trinidad and Tobago.

Issues of environmental management in Trinidad and Tobago along the coastal regions have become a major concern among several organizations. The coastal strip is a big hub of economic activities that benefits the whole country as well as a home to diverse marine and terrestrial vegetation.

Fish processing companies, infrastructure developers, residents compete for the scarce resources along with birds, and aquatic animals. Rice farmers are invading farms along the conserved Navira mangrove swamps to expand their plantations. Land is being cleared for economic benefits that include tourism, real estate and industrial development. Therefore, this implies that the economy of Trinidad and Tobago depends on full utility of coastal resources.

In this lesson, we are going to propose ways through which individual, groups and institutions can do to ensure conservation of the environment. At this point of the lesson, students would be given a chance to participate in discussion about how these stakeholders can participate to conserve the environment.

The discussion is going to be open with no preconditions from resource management authorities and views are going to revolve around conserving the environment.

Government authorities concerned with environmental conservation are likely to succeed if they devolve their powers by enabling individuals and groups to participate in ecological preservation, which calls for wide participation and the need for organizations to expand their networks.

The success of environmental conservation would also be dependent on collaboration of several institutions at different levels. Research has revealed that, when several institutions combine their findings and resources, an inclusive approach would be realized.

Authorities concerned with environmental conservation should draw a plan to include participation of all stakeholders when drawing their framework. In the framework, roles of all stakeholders should be stated that include the local community, formal and non formal organizations and government regulation authorities.

In this approach, all stakeholders in the framework are interviewed to come up with solutions of environmental conservation. The participants to be interviewed include government authorities concerned with urban planning and development, industrial fish regulators and other agents through participation in seminars of ecological preservation.

Findings from the seminars are analyzed to find the best approach to tackle environmental degradation using an inclusive approach of all stakeholders. The benefit of this approach is to appreciate efforts of community institutions to facilitate implementation of practical solutions to resource management and environmental conservation.

The idea of collective responsibility seems to offer inclusive participation in environmental conservation along the coastal region. Practically, collective responsibility has proven to provide solutions to environmental and resource management which is achieved through setting up guidelines for attaining collective action.

Through this approach, some ideologies have arisen and have been agreed upon that include: The size of a group can determine the success of agreed actions, groups with few individuals are more likely to agree on issues than groups with more people, hence, smaller groups have a higher tendency to succeed.

Secondly, groups that are characterized with inequality are likely to make poor collective actions. Lastly, for group actions to succeed, alternative benefits ought to be introduced to ensure all the desires of members are met.

Another threatening factor to the environment along the coastal regions of Latin America is increasing levels of emission of carbon dioxide.

The global trend of emissions has been amazing and anticipated effects might be worse than expected. In spite of the fact that effects are felt globally, some areas are likely to be worst affected. Trinidad and Tobago is likely to be affected by carbon emissions because of instability of the nation in terms of national capital and depletion of climate sensitive ecosystems.

Thorhaugh (445) wrote that, “Authorities have been doing their best to ensure that adaptation measures are put in place to deal with sudden climatic conditions since mid nineties.” This program has focused on sensitive climate hotspots in the coastal region.

When carbon dioxide emissions increase in the atmosphere, it increases the of ocean chemistry which in turn impacts negatively to natural characteristics of the coastal ecosystem, thereby changing the environment. As a result, the nation is at risk of losing marine biodiversity and shore borders. When surface temperature of the sea increases, it poses a big danger to existence of coral reefs.

A combination of increased temperatures and carbon emissions increase the acidity of sea water converting them to weeds of rubble. Wetlands would be affected by climatic changes that come along affecting its natural duty of curbing floods, protecting storm, stopping erosion and acting as historical sites (Halpin, 10).

Wetlands are already facing danger due to invasion by land users who want to benefit themselves. Rampant deforestation and pollution has accelerated the effects of climatic distraction. Increasing use of land poses a danger to the ecosystems ability to sustain normal weather conditions thus worsening climate effects along the coast.

A rise in the sea level could threaten fresh water due to displacement, thereby posing a danger to fresh water habitats. Dependants of fresh water could be affected because of the effect associated with feeding. Business would go down among people who rely on fish because of adverse effects of the environment affecting fisheries.

Authorities along the coastal regions have come up with activities that would help resist climatic impacts that include the following: Instituting measures that make sure that people adapt to wetlands. Several human activities such as agriculture, industrialization are put on watch as a major threat to the coastal environment. Wetlands perform a critical role in the economy over a wide circumference hence, the need to protect it.

Changing direction of rivers would affect physical existence of the swamps, resulting to negative impacts of the economic activities. Due to the fact that coral reefs support most marine animals, authorities have proposed measures for adaptation of climatic impacts along the coast (Hallock, 360).

According to Gascon (790), “Nariva Ramsar is the biggest wetland in Trinidad and Tobago with a variety of features that characterize all types of swamps. It is home to many species of birds and trees.” Based on the importance of this area, the government has offered protection to this area as one of the most important ecosystems in Trinidad and Tobago.

The protected area is almost sixteen thousand hectares though the real wetland covers around seven thousand hectares. The remaining cover serves to protect the inner wetland. Gascon (792) wrote that, “Nariva has varied vegetation that includes a normal forest and swampy forest.”

Navira is the sole protected marine area in Trinidad and Tobago. It is situated at the centre of growing tourism industry, with almost forty thousand tourists visiting the area each year to view the beauty of the reefs. At the moment, the only threat is sewerage and pollution from farming activities.

The government and World Bank support initiatives that are geared towards conservation of Nariva by recognizing the benefits it offers as a carbon sinker and a unique ecosystem. Restoration would come with more benefits like reduction in greenhouse gas emissions and conservation of unique species of birds and plants.

Total restoration would lead to reduced effects of thunderstorm, because of the nature of wetlands to arrest them. As we move on with our daily activities, there is need to step up measures to protect coastal environment and its image in order to protect the marine and avoid adverse effects of climate change (Spieler, 1014).

There is need to combine traditional methods of conservation of environment and modern systems such as carbon sinking. Integration of these methods would provide practical approaches of environmental conservation and awareness.

Works Cited

Gascon, Miller. Space utilization in a community of temperate reef fishes inhabiting small experimental artificial reefs. Canadian Journal of Zoology. 60:798-806. 1982.

Hallock, Peter. Coral Reef Decline: Research Exploration 9(3):358-378. 1993. Print.

Halpin, Treml. Spatial Ecology of coral reefs. California: ESRI Press. 2002: p 11-23

Spieler, Rene. Artificial substrate and coral reef restoration: What do we need to know to know what we need? Bulletin of Marine Science 69(2):1013-1030. 2001. Print.

Thorhaugh, Anders. Large scale sea grass restoration in a damaged estuary. Marine pollution Buleltin. 18(8): 442-446. 1987. Print.

Introduction

For any successful learning-teaching endeavor, it is always best to consider the variation in human diversity. This is because we are living in a very big world where lots of nationalities, cultures, traditions and personalities collide and interact with each other. But if you are a teacher or an educator, how will you address the human diversity in education (which may include the teacher per se and the students) and at the same time maintain a good quality of education that the students deserve to achieve?

This paper is aimed at analyzing variations in diversity inside the classroom and how they should best be addressed. More specifically, this paper tackles the concepts of learning styles and approaches, teacher-student relationships and better classroom management considering student-teacher diversity.

Teacher – Student Relationship

We all know that teachers play a very important role in the development of every student. And because of this, it is indeed a very important attribute for every teacher to know, not only the basics of teaching, not only the knowledge or information they are to provide with their students, but also the very process of effective teaching.

To be an effective educator, it is not enough that you know how to teach the subject tasked to you, but also you must learn to keep and maintain the power of enhancing your students’ ability and skills through motivation. This is because the students may sometimes feel a little awkward because they are situated in an area where they are not familiar with all the students, in a sense, they are not in their comfort zones (which is their homes). This is often times the problem in human diversity. Dealing with other people, having to communicate with them, share some ideas with them, allow them to know you and you get to know them, sometimes letting the other people see how you can commit mistakes and correct your mistakes – these are the most common things in human diversification.

Surely, one teacher can meet various kinds of students, students who have different personalities and views towards studying. At the same time, there is also a great possibility that a teacher can meet several “brainy” or intelligent students and several “low” profile students who have slow means of catching up with the subject matter. And as a teacher, he/she must know how to deal with all of these kinds of students. He/she must be well aware of how to be objective in his/her treatment keeping up with his ultimate goal, which is to teach and help develop the students in any way possible.

There are some good suggestions for teaching that will certainly motivate students to learn. These are as follows:

• Use behavioral techniques to help students exert themselves and work toward remote goals.
• Make sure that students know what they are to do, how to proceed, and how to determine when they have achieved goals.
• Do everything possible to satisfy deficiency needs — physiological, safety, belongingness, and esteem.
  • Accommodate the instructional program to the physiological needs of your students.
  • Make your room physically and psychologically safe.
  • Show your students that you take an interest in them and that they belong in your classroom.
  • Arrange learning experiences so that all students can gain at least a degree of esteem.
• Enhance the attractions and minimize the dangers of growth choices.
• Direct learning experiences toward feelings of success in an effort to encourage an orientation toward achievement, a positive self-concept, and a strong sense of self-efficacy.
  • Make use of objectives that are challenging but attainable and, when appropriate, that involve student input.
  • Provide knowledge of results by emphasizing the positive.
• Try to encourage the development of need achievement, self-confidence, and self-direction in students who need these qualities.
  • Use achievement-motivation training techniques.
  • Use cooperative-learning methods.
• Try to make learning interesting by emphasizing activity, investigation, adventure, social interaction, and usefulness

With these suggestions for motivation, there is a higher percentage guaranteeing that the students would participate eagerly in every classroom discussions; that the bright students will be encouraged to learn more and share more; that even the “less” intelligent ones can have optimistic views in studying making them more participative and less scared to voice out their questions and uncertainties regarding the lectures.

You see, the success of any learning endeavor, or classroom-based teaching for that matter, is not solely dependent on the students’ intellect but on the way an educator or the teacher facilitates the learning.

Learning Styles and Approaches

Students’ successful learning (of whatever age and on wherever place) is highly dependent on the educators and the learning styles and approaches being used on them. The educators are indeed a very important factor in achieving a high level of learning from the students. To them lies the future of the students because the student looks up to them in drawing the path they are to take in all their future endeavors. Likewise, the approaches and the learning styles are the very keys in attaining a fruitful learning session with the students. The learning styles and approaches serve as the bridge and/or connection between the educator and the students.

What is the best learning style that a teacher could adopt for the students?

High Expectations

An effective teacher always has high expectations for students, which also known as positive expectations. Research shows that a teacher’s expectations seem to be linked with a student’s self-concept and achievement. Therefore, it is essential that teachers ensure successful student experiences and reach high standards by exhibiting, with words and actions, high expectations (Curry, 2000).

At the same time, teachers also should meet the expectations of the students. It is imperative that he/she knows what his/her students aim to know with regards to the field of study she/he would be teaching and then provide it to the student. It would be also an advantage if the teacher knows what the expectations of the students on the teacher per se are. Like what are the traits that the students usually look for in a teacher and what to them should be the duties and responsibilities of the teacher, hence the teacher may be able to know how to better treat his/her students.

Knowledge

Needless to say, to be an effective teacher, one must possess adequate knowledge and expertise with whatever subject she/he would be teaching. A teacher must not only create an impression that she/he knows very well the subject, but also he/she must be credible enough to teach the subject. To him/her lies what could be inculcated in the student’s minds; thus, he/she must provide the right knowledge and ideas at the right time and at the proper place. All these are clear reflections of what is in the mind of the teachers that will be passed on to his/her students.

Classroom Management

An effective teacher is an excellent classroom manager. Classroom management is the method we use to empower students as they develop responsibility, build character, and master skills. Basically, a teacher should have an effective classroom management scheme for the safety of all students, to set limits, and encourage learning. Classroom management is having a well-organized environment, an instructor who is well prepared, a discipline plan with rules, reasonable consequences/rewards, and students who follow consistent class procedures (Curry, 2000).

First, the teacher needs to post rules along with consequences and rewards so that the students know from day one what is expected of them. Second, effective teachers make sure to follow through with the discipline plan. Successful classroom management involves not only responding effectively when problems occur, but also preventing the frequent occurrence of problems. The most effective decisions in classroom management are based on a clear concept of the goals and intended outcomes that a teacher wishes to accomplish (Synder and Sutherland, 2004).

Conclusion

Indeed, maintenance of a harmonious human diversity flow in the classroom can easily be maintained if the teacher–student good relationship is also maintained. But because the teacher is the key holder in this aspect, he/she must also know how to initiate the harmonious environment inside the classroom. The teacher himself must know how to deal with different personalities, qualities and capabilities of the students.

Her teaching styles, approaches and classroom management techniques should vary with every need of the students – considering their ages, emotional stability, teaching/learning preferences, knowledge and skills etc. Eventually, the students will soon realize that their differences with their classmates and even with the teacher is just another learning material for them – for they now have to teach themselves to adapt and cope with different people and maintain a positive approach to dealing with different people

References

Curry, Lisa M. Effective Teaching through High Expectation and Class Management. 2000. USA Gymnastics.Webn.

Effective Instructional Strategies. 2004. Web.

Motivation. 1997.Excerpted from Chapter 11 of Biehler/Snowman, PSYCHOLOGY APPLIED TO TEACHING, 8/e, Houghton Mifflin. Web.

The Cognitive Advantages of Balanced Bilingualism. 2004. Brain Connection.com. Web.

What Makes an Effective Teacher? 2004. Web.

Synder, Angela and Sutherland Kevin, Effective Strategies for Classroom Management. 2004. Web.

Introduction

As a new student at a college or university, often containing entire departments of instructors and whole schools of disciplines, it is difficult to know whether one has been assigned to a quality teacher. Likewise, it is perhaps impossible for a student to expect a university to be able to hire only quality instructors to be part of their staff. This is a constantly changing scenario and, while one instructor may suit several students’ needs perfectly, he or she may be entirely unsuited to your particular learning styles.

Unfortunately, without knowing a teacher’s style previously to know whether to transfer out of the class at the opening of a new semester, students often don’t discover the failures of their instructors until too late in the semester to do anything so proactive. When this happens to you, and it will, there are three basic steps that you can take to help alleviate the problem and perhaps pass the class.

Main text

The first step is to inform the administration if or when there is a true problem. Before doing this, it is important to determine if the instructor’s teaching style simply is not compatible with your own or if it is actually of poor quality for the majority of students. If the problem is incompatible teaching/learning styles, there is little administration can do about the problem and they will begin to view you as a complainer. However, if the problem is a valid issue with the teaching quality of the instructor, the only way the administration will know oftentimes is through student feedback. Rather than blaming the university, you can help it improve its quality and take comfort in being a part of the process. While this might help the university and future students, it does little to help your own cause.

To help yourself, the second thing you can do in response to a poor instructor is to find a tutor in that subject. By working one-on-one with a tutor through the course textbook, you can help yourself to learn the important elements of the course. This not only helps you in passing this particular course, but it also helps you with future courses that may rely on your having gained this information during this phase of your educational path. Several universities offer low-cost or even free tutoring for students in the library.

If you cannot afford tutoring or your school doesn’t offer it, you can also form study groups from among your classmates. If the teacher is truly an ineffective teacher, it is conceivable that many of your classmates may be experiencing the same sort of problems you have been struggling with. By working together, you and your classmates may find it easier to interpret assignments, adequately cover the course material and learn the necessary skills required out of the course. There are several advantages to this approach in that it is free, again the library can help in providing a free space in which the group can study, and you have the advantage of working with other students who have had the same experience and know what the instructor has requested.

Conclusion

By taking these steps toward proactively managing your own student career, you will serve yourself much more than if you merely sat around and complained about the teacher or allowed yourself to fail the class. In reporting the teacher to administration, you are taking an active role within your university community. Working with a tutor will help you develop self-study habits that will serve you to a tremendous extent well into the future. Organizing a study group among your classmates also helps you learn the information you need now while involving you to an even greater extent in campus life. At the same time, this provides you with valuable experience to use in the working world regardless of your major.

Concrete Experience

The main problem was that students were passive and indifferent during lessons. They did not master the required material and were behind schedule.

Reflection

This example shows that the degree to which information or skills are presented so that students can quickly learn them. Quality of instruction is primarily a product of the quality of the curriculum and of the lesson’s presentation itself. The degree to which the teacher makes sure that students are ready to learn a new lesson (that is, that they have the necessary skills and knowledge to learn it) but have not already learned the lesson. In other words, the level of instruction is appropriate when a lesson is neither too difficult nor too easy for students.

Generalization

Low motivation and poor academic achievements are typical problems for many classes and schools. Learning-oriented behaviour should be home-based reinforcement based on the provision of daily or weekly reports to parents on student behaviour. Another is group contingencies, in which the entire class or groups within the class are rewarded on the basis of the behaviour of the entire group. Forms of cooperative learning that have consistently increased student achievement have provided rewards to groups based on the learning of their members. Low motivation depends upon a subject and its complexity. If the topic is too difficult for most students, they will show poor academic achievements and low tests scores.

Action

In my experience, I tried to change teaching methods and introduce games into teaching, but it did not help. I used new methods of teaching and presenting material: while the teacher was working with one group, students in the other groups were working in their pairs on a series of cognitively engaging activities, including reading to one another, making predictions about how narrative stories would come out, summarizing stories to one another, writing responses to stories, and practising spelling, decoding, and vocabulary.

Because students took responsibility for checking each others’ work and managing the flow of materials, the teacher could spend most of the class time presenting lessons to small groups of students drawn from the various teams who were working at the same point in the sequence. The teacher might call up a decimals group, present a lesson on decimals, and then send the students back to their teams to work on.

Introduction

Understanding the abilities of a student goes beyond the confines of classroom instruction. The activities covered in the tutorials agree on the value of one-on-one interviews to students (Clarke, Roche, & Mitchell, 2008; Burns, 2010). Teachers face learning difficulties in teaching fractions to students because of the poor comprehension of its concepts. Studies reveal that the phenomenon exists across junior schools and the college level (Clarke, Roche, & Mitchell, 2008).

Important data from one-on-one interviews reveal insights into tips that teachers can use within the classroom to help students understand mathematic concepts such as fractions. The research-based tips are valuable in classroom activities because of their potential when tested in professional development settings (Clarke, Roche, & Mitchell, 2008). Confidence abounds that these ideas are valuable in making the concept of fractions come alive.

The value of one-on-one interviews

Burns acknowledges that teachers rely on assignments that students write when assessing their skills and understandings. Burns (2010) asserts that one-on-one interviews aid in revealing information that do not exist when teachers read the works of students. The information is appropriate in tailoring instructional decisions to each student. Burns (2010) points out that this information helps in making appropriate instructional decisions.

Burns states that interviews are the best approaches of learning the mathematical strengths as well as weaknesses of students. With the information, teachers should be able to construct a mathematical profile for every student. The practical experiences reveal the weaknesses of each student, thereby allowing teachers to tailor instructional strategies to their needs (Burns 2010). Rather than rely on student’s writings, one-on-one interviews allow teachers to unearth misunderstandings that they failed to recognize while teaching.

Misconceptions in learning mathematics

Knowledge of fractions is important to student’s learning of mathematics. Algebra, ratios, percentiles, and proportions makes up the basics of learning measurement (Clarke, Roche, & Mitchell, 2008). Many students have trouble in conceptually understanding these basics. Therefore, probing the thinking of students allows one to understand the misconceptions that result from inappropriately applying a rule about fractions.

According to Clarke, Roche, and Mitchell (2008), mathematics is often neglected where teachers carry out one-on-one assessments in subjects such as reading. Teachers often lack a similar understanding about the ability of students to handle mathematics, a fact that is realized during meetings with students. Fractions define the basis for proportional reasoning and the future of studying mathematics (Clarke, Roche, & Mitchell, 2008). It is noted that various attributes of fractions contribute to the confusion in learning mathematics. One-on-one assessments are useful where teachers are supporting students to help them make sense of a topic, (Clarke, Roche, & Mitchell, 2008). The assessments reveal a depth of understanding about student’s comprehension of the topic.

The value of proportional reasoning

In the student’s comprehension of place value, Burns (2010) realizes that the language that teachers use in teaching English has a bearing on whether they understand the teacher or not. For instance, reading the number thirteen as ten and three, a verbal pattern existing in Chinese, reveals the role of ten in the whole numbers. The conceptual learning of students is supported by numerous opportunities of counting quantities of objects and noting their exact number.

A teacher should be able to teach students the group of tens and other extra digits in each set of numbers (Burns 2010). Additionally, children may understand a problem, especially when solving addend problems but lack the ability to prove the problem. Burns (2010) asserts that in class, the fingers are an anchor for a student with limited understanding of what they are calculating. Interviews help teachers acknowledge the conceptual foundation for student understanding. Teachers have to help the students develop their number sense. Therefore, it is agreeable that students need time to understand math problems. The ultimate goal of each teacher is developing the proportional reasoning of each student (Burns 2010). Teaching proportional reasoning allows students to sense problems and identify contexts for applying the fractions.

Conclusions

Where teachers face the dilemma of the appropriate connections that would allow for the easy understanding of mathematics, this paper reveals that one-on-one interviews are a solution. Despite the difficulty in teaching mathematics, assessing the progress of students takes on a central role. Teachers acknowledge that one-on-one interviews are required to understand the student’s comprehension of mathematics.

The understanding of mathematics requires that teachers avail the various problems for representing the fractions, link standard practices to industry benchmarks, and most importantly, gain insight into the student’s thinking through interviews. The interview process allows teachers to respect the attempt by the student to understand mathematical problems. Knowing the misunderstanding of students about mathematical concepts such as fractions is important when addressing the misconceptions that they may have of the subject. It is agreeable that an interview is the solution to the challenges that students face in understanding and learning fraction concepts. The tips that Burns offers are appropriate for helping students understand classroom activities.

References

Burns, M. (2010). Snapshots of student misunderstandings. Educational Leadership 67(5), 18-22.

Clarke, D., Roche, A., & Mitchell, A. (2008). Ten practical tips for making fractions come alive and make sense. Mathematics Teaching in the Middle School, 13(7), 373-380.

During the whole educational life, students face considerable financial, emotional, and personal challenges. Sometimes tutors are able to comprehend students’ demands and interests and try to support them and give some hints. But sometimes tutors fail to achieve the necessary comprehension, and many unpredictable challenges appear again.

The duties of any students vary from time to time: they need to perform written tasks, read a lot of books, visit classes, and learn all the necessary material. Tutors’ expectations are all about to give the necessary material and make sure students learn it on the necessary level. However, is it necessary for tutors to follow the same expectations on students with children? Maybe, it is time to remember about the challenges of being parents and assist students if necessary.

In my opinion, nowadays teachers set too high expectations on students with children: child priority cannot be neglected, and tutors need to support these students in some ways and appreciate the attempts to get education and bring up a child at the same time; health, educational, and childcare challenges may deprive a student of time to study, eat, and even sleep properly, and tutors as well as parents should be more indulgent from time to time.

There are many ideas of why tutors may set too high expectations on students with children. First, tutors are aware about the existed financial support and believe that such support make up some challenges and obstacles.

Second, tutors may think that students, who make a decision to have a baby, need to evaluate the situation and be ready to deal with many assignments and other important work. Finally, tutors believe that if they appreciate and support students with children, other students may realize that having a baby promotes teachers’ support and encouragement.

It is known that there are several possible grants for students with children: the Childcare Grant provides students with certain financial support; Lone Parents’ Grant is paid annually; and Parents’ Learning Allowance covers some course costs (Coughlan 72-73).

If a student with a child faces some challenges, the existed financial support may be used. Tutors expect that the ability to buy new books and learn the material exists but it is not used by these students completely because some students may spend money not for educational purposes.

Tutors truly believe that students have already evaluated personal abilities and interests, and now they are ready to cope with educational challenges. However, it is also necessary to admit that sudden health problems and emotional disturbance cannot be planned in advance, and students with children have to be able to cope with them even at expenses of their study.

Finally, tutors’ expectations may be too high on students with children because they do not want other students follow the same example and have a hope of being forgiven on compassionate grounds. This is why tutors try to evaluate the situation and present the same conditions and requirements for all students. Their high expectations are based on the idea that even students with children have all chances not to lag behind the group and grasp the material on the necessary level.

Without any doubts, students with children face numerous challenges during their educational and personal lives, and teachers’ high expectations promote the increasing of students’ anxiety and frustration. Having a baby is not an easy thing especially for students, and tutors are one of those people, who have a chance to help such students and make their lives easier at least from some perspectives.

Works Cited

Coughlan, Sean and Universities & Colleges Admission Service. The Student Finance Guide: Fees, Grants and What It Costs. London: Kogan Page Publishers, 2005.

Introduction

Professional teaching ought to foster learning in a way that enhances connectivity of ideas through experiences, environments and societies. The teaching process must reciprocate student abilities. A dynamic teaching style reflects the changing trends of the curriculum and technology to integrate the knowledge areas and strategies of thinking and thus foster learning.

Professional books, Magazines and journals

Books are the key resources of learning in any institution. Journals are a form of books or mostly educational magazines or newsletters used beside books. Compared to the books, these are materials that foster participation for instance through interactive questions and answers forums. Use of Visual images has been a way of conveying information since time in history.

A lively classroom particularly for the young should have pictorial books and or newsletters. (Sasson, 4) This is because young learners are in a position of drawing information from graphics easily as opposed to reading. The teacher must also make use of other graphical interfaces such as wall charts, poster or billboards from cutouts, the flannel boards or flip charts as common graphical presentations that have been in use.

The best way to learning is through participation. The books are vital and valuable resources but limits participation to those who have interest in reading or those who can read among the young learners. According to (Nguyen, 15) It is a proven fact that young learning minds have little interests in reading until they know how to do it therefore they relay on pictorial communication.

Long reads or talks without illustrations are quite boring for participation. The magazines provide a more practical way of teaching and learning through the elaborative nature. They offer a more dialogue style of explanation and pictorial presentation since most people especially children understand pictorial messages better because they convey messages in a more elaborative and acceptable manner.

Learning Environment

The learning environment is a key resource to teaching. The teacher must use the understanding of an individual and group motivational activities or behaviours to enhance the setting. A good environment ought to encourage positive social interaction, self-motivation among learners and social interaction. It must assist the teacher in guiding engaging and motivating students. The teaching profession has to develop in a dynamic process from the initial preparation stages to full career growth of assistance full of illustrations.

The environment must provide chances for building rapport among teachers and learners in the aim of working as a team towards a common goal. Good learning environment needs proper investment of supportive and illustrative materials for knowledge growth among the professionals and well-established policies, procedures, resources and structure to guarantee continuous learning opportunities for the learners. (Ormrod, 32)

A supportive environment is a resource that enables the teacher to understand standards and principals of management, understand how pupils influence one another, how a group should function in the society, and ways of assisting students to work cooperatively or productively. Thus the ability to make professional decisions regarding learning. The organization also influences motivation and engagement among the teachers and the students.

Outsourced Teachers

There is a close link between growth and change. Engaging a new teacher for a while helps in learning. Teachers often have the interest in teaching beside the career choice and the probability new engagements being a special aspect of any qualified educator. For instance, volunteer teachers are qualified teachers seeking career growth, new direction of service, career change or waiting for chances for full engagement.

The issue of volunteerism arguably emerged from the societal needs or valuable experience or skills in the teaching profession. A teacher should solicit for people who were not necessarily qualified but willing to give back a valuable contribution to the society through education for extra knowledge and a change. Exchange programme motivates growth in the education sectors. The practice enhances enthusiasm, good communication and relational skill.

Beside the learners’ benefit, the educator often gains well-developed personal skills and other work related skills for instance management, creativity, communication skills or public relations skills. It also enables them to be willing to contribute positively to the development of the nation through general teaching of a subject of interest thus ensuring constant knowledge gain.

With this purposes in mind, a professional teacher would wish to engage in volunteerism or exchange programmes to assist in the making valuable contribution to development as they seek to expend their personal skills and gain the experience. They bring in extra knowledge and tactics that are in-line with technological advancement especially through engagement of fresh graduates. (Simpson, 13)

Every individual has a slightly different approach to teaching confined within almost similar rules. This is a key asset for the school cultural advancement. They are mainly new to the field and are therefore highly motivated and full of enthusiasm to their duties.

This is a very positive effect for a teacher who wishes to engage the aspect of reading books, teaching through illustrations, using the environmental factors to explain and seeking external assistance. These very vital natural teaching resources help one to involve with the assignment of enhancing education and place them in an area that best reflects their initial confidence, enticing partnership or interest to ensure maximum output. (Orlich et al, 3)

Conclusion

As professionals, teachers have to be creative enough to deliver as per the expectations; one way can be using the journals beside the common textbooks. They have to connect students to other stakeholders such as the parents or other professionals like the volunteers with the aim of developing a school as a learning facility to foster education and students’ welfare. The environment needs modification to support learning as well.

Works Cited

Nguyen, Tinh “How to Provide a Learning Environment For Your Child.” How to

Provide a Learning Environment for Your Child. 2009

Orlich, Donarld. C., Harde, Robert, J., Callahan, Richard. C., Trevisan Michae, S., &

Brown, Abbie, H. “Teaching Strategies: A guide to Effective Instruction.” Cengage Learning publishers. 2009

Ormrod, J. E. (2008). “Educational psychology: Developing learners” (sixth Ed.). Upper Saddle River, NJ: Pearson.

Sasson, Dorit “How to Suit Teaching Resources For the Classroom.” How to Suit Teaching Resources for the Classroom. 2010

Simpson, William “Twentieth Century British History: A teaching Resource Book” Routledge publishers. 2005