Answer to Question #175974 in English for david

Question

Question 4 It has become rather obvious that due to the demands of technology and societal variations, the modern-day learning environment is indeed different from the traditional classroom. Teachers especially in the tertiary settings are considered to be facilitators and not the sole source of knowledge. a. In the light of the above, the modern-day student is also expected to perform key roles in the teaching and learning process to ensure their success. Critically analyze the roles that you as a modern-day student should be performing to ensure your academic accomplishment. b. Having been admitted into a tertiary institution and enjoyed the learning facilities and environment so far, discuss the main elements in this academic institution that promote educational work and explain how these facilities in the learning environment have benefitted you by relating them to your learning activities.

Answer 1

question A)

The task of the student in the school is at the core of the learning process, very simply. The pupil is an enthusiastic participant in about anything in the school. Students can help decide such topics such as how to teach a lesson or whether to teach. They may opt to show a film instead of performing a definition. Given the other social considerations that the instructor has to understand the learner would have as much flexibility as possible. The pupil assumes responsibility for the outcomes of the learning process and is responsible for them. The students help each other to achieve the defined learning objectives. They encourage each other to see each other in the learning phase rather than through a listening board for a windy coach. This theory can allow students to be more introspective and more often involved.

Question B

1) Instructor and techniques of instruction

The instructor can be the most critical influence in education quality. Is he/she/it a professional professor? Personally appropriate? Can he/she use methods of teaching that enable pupils to actively participate? Do the strategies of teaching also provide the students' various starting points, including gender?

Will the instructor have access to the instructional content required to fulfill the program requirements? Is the instructor there while he/she should be in the classroom?

Teachers who cannot live on their salaries would feel less inspired and often absent. If they need 2-3 hours to go to bed, they'll have less time to get ready.

2) Content of education

Are the curriculum and the content of the teaching relevant? Is there ample emphasis on simple literacy and numeracy skills?

Should the program still underline essential skills such as sanitation, diet, HIV/AIDS awareness, dispute work, gender equity, etc.?

3) The climate for learning

Is the learning experience safe, safe, safe, inspiring and suited to girls and boys? Do homosexuals or pupils with disabilities have an equitable learning environment? Do the students grow to value one another and the natural world around them?

Do the teachers work together to ensure a safe learning environment? Are they punishing the students? Are parents and the local group included to make sure the school is welcome?

4) Administration of schools.

Is the school operated well? Is it complying with national guidelines? Is the day of school well organized? Is school management open enough that anyone can see how funds and other services are deployed?

Do teachers have specific parameters for teaching and treating pupils and (female) colleagues? Do head teachers and the school board respect teachers?

5) Pupil preconditions

What perspectives do students carry to school with them? Has the pupil encountered unique obstacles such as natural hazards, violence, work with children or AIDS? Did the pupil grow up in the same setting for girls and boys?

How different is the language used at home in school? Arriving at college, are pupils hungry? Does we have chronic illnesses? Have you had a long way to school and how is it?

6) Finance and organization

Support and organisation are two essential criteria, and primarily national duty, for all six core components. A school that does not have sufficient funds and does not have consistent standards cannot guarantee consistency.

However, every school must manage its own resources and plan the work on its own terms as much as possible.

Updated 30.06.2015