From teachers who show high expectations of their students, the learners inevitably get the notion that they are good enough to handle some lofty standards (Dewey, 1938).In this strategy, instead of learning of repetitive rote, teachers seek to involve their learners in sound problem solving undertakings such as by employing questions that are open ended to elicit and enhance learner judgment and opinion. In this mode of teaching, students are required to do and complete their research, homework and handle their time properly as the tutors select undertakings that help learners develop on their analytic, evaluations and connections skills.The second strategy involves demonstrating care to students by endeavoring to understand their personal needs and strengths while also sharing in their dreams, hopes and concerns. This approach is beneficial since students have been shown since time immemorial to want to do their level best when the tutors are caring and nurturing. Students barely realize academic success unless they feel cared for as they themselves are equally nurtured into caring for the wellbeing of others. In this mode, it is often more effective when the teacher spends more time and years with a particular group of students simply in attempts to, with time, understand their needs and strengths more. Because of this, trust grows between the teacher and the student and equally amongst the students themselves. This staying together of the tutor and a particular group of learners has come to be termed looping and is important in enabling the teacher the rare chance of. Education.
Dewey, J. (1938). Experience and education. New York: Macmillan.
Haugen, D. M., & Musser, S. (2009). Education. Detroit: Greenhaven Press.
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