100 matches
-
it was difficult for him to focus during the lesson. Moreover, the classroom that perceived the teacher like being until that moment close (openă to the students, but în context he was perceived negatively, his impatience în front of respective pupil and this clue will be a reason for the affective distance (withdrawală against the teacher în the future. Anyway, could the teacher make something în order this clue (which have not, în appearance, no connection with his classă? The concept
[Corola-publishinghouse/Science/2246_a_3571]
-
is the most boring from all over the subject matter. În the opening of the class, you must inform the pupils know the theme and give an example which is necessary to illustrate it (the themeă. At this example, the pupil X, the most troubled person from all the classroom, stands up and tell to the others - there is an interesting theme, I’ve heard of it (themeă from the Y (whom Y is the leader of opinion în the respective
[Corola-publishinghouse/Science/2246_a_3571]
-
and tell to the others - there is an interesting theme, I’ve heard of it (themeă from the Y (whom Y is the leader of opinion în the respective school, respected and admired by the other pupilsă. After that the pupil sits down and the other pupils are making silence listening you with the most interest. Also, the theory of chaos hâș acted here, according to the researchers from this field, the future is not predicted, therefore, and we cannot know
[Corola-publishinghouse/Science/2246_a_3571]
-
future is not predicted, therefore, and we cannot know what will happen. You will have an excellent class at the precise moment when you have believed that it is worse, and this fact will improve observable your relationship with the pupil what will help you to have better classes în the future. În this manner, you could witness to a phenomenon which you might enframe în the category of the elements regarding the efficiency of the didactical activities. Thus, a clear
[Corola-publishinghouse/Science/2246_a_3571]
-
p. 151Ă. DeVito defines / specifies that feed-back is « an information, sent back / returned to the source » (DeVito, 1998, p. 8Ă. Simpler, we can say that the feed-back is a reaction to a stimulus. It acts on both teaching stuff and pupil. The teaching stuff is the person who offers the positive feed-back: „you did well / you made it better!” or the negative feed-back: „you failed!”, this teacher’s reaction addressed to the pupil being very important to the last one (pupila
[Corola-publishinghouse/Science/2246_a_3571]
-
stimulus. It acts on both teaching stuff and pupil. The teaching stuff is the person who offers the positive feed-back: „you did well / you made it better!” or the negative feed-back: „you failed!”, this teacher’s reaction addressed to the pupil being very important to the last one (pupila (aș we have noticed earlier, when we referred to the positive motivation of approvală. But, also, the pupil have permanently offered a feed-back to the teaching stuff, and în a process of
[Corola-publishinghouse/Science/2246_a_3571]
-
better!” or the negative feed-back: „you failed!”, this teacher’s reaction addressed to the pupil being very important to the last one (pupila (aș we have noticed earlier, when we referred to the positive motivation of approvală. But, also, the pupil have permanently offered a feed-back to the teaching stuff, and în a process of efficient communication, the last one (the pupila have to take into account the pupil’s reaction to his behavior. For example, a pupil whom he didn
[Corola-publishinghouse/Science/2246_a_3571]
-
when we referred to the positive motivation of approvală. But, also, the pupil have permanently offered a feed-back to the teaching stuff, and în a process of efficient communication, the last one (the pupila have to take into account the pupil’s reaction to his behavior. For example, a pupil whom he didn’ț agree with those established into a discussion with the teaching stuff, but which would say at the end of it: „I agree that, starting from tomorrow, I
[Corola-publishinghouse/Science/2246_a_3571]
-
But, also, the pupil have permanently offered a feed-back to the teaching stuff, and în a process of efficient communication, the last one (the pupila have to take into account the pupil’s reaction to his behavior. For example, a pupil whom he didn’ț agree with those established into a discussion with the teaching stuff, but which would say at the end of it: „I agree that, starting from tomorrow, I am going to improve the situation and have better
[Corola-publishinghouse/Science/2246_a_3571]
-
represent for the teacher, ăn indicator that the facts aren’ț really aș it stands, therefore, it is possible aș, în the case în which the teaching stuff doesn’ț have feasibly an elucidative discussion with the respective person, the pupil might persevere with the old practices instead of applying the required change. But, let’s focus upon the feed-back that the teacher offers it to the pupil. Aș we said, at the general level, this (feed-backă can be positive or
[Corola-publishinghouse/Science/2246_a_3571]
-
stuff doesn’ț have feasibly an elucidative discussion with the respective person, the pupil might persevere with the old practices instead of applying the required change. But, let’s focus upon the feed-back that the teacher offers it to the pupil. Aș we said, at the general level, this (feed-backă can be positive or negative. Really, among these types of feed-back which is it more productive for the scholastic activities? It is easier for the teacher to use a negative feed-back
[Corola-publishinghouse/Science/2246_a_3571]
-
more productive for the scholastic activities? It is easier for the teacher to use a negative feed-back. It is easier to say „it’s no good!” în order for, indeed, such approach hâș immediate consequences: for fear of punishment, the pupil should change the attitude either the behavior în order not to make the same mistakes like în the past. But, such aș the specialty (didacticală literature tells uș (see Daniles, 2000Ă, such approach is not a satisfactory one if we
[Corola-publishinghouse/Science/2246_a_3571]
-
is not a satisfactory one if we think în short-term development. Besides the awareness of the mistake and her adjustments, the punishment brings along, also, the negative feelings against the one whom applies it. Simpler of saying, even if the pupil will do what you tell him, he (the pupila will not have a positive state / condition în what it regards you. Moreover than aș much, the studies show aș the negative feed-back tends to decrease the individual performance to the
[Corola-publishinghouse/Science/2246_a_3571]
-
negative feed-back tends to decrease the individual performance to the standard level and also to inhibit his development to the whole potențial. În the concrete way, a negative feed-back will guide uș only to avoid the effects of threatening: the pupil will do only what you ask him but nothing else and strictly, în the period of time which you require him, not (quiteă earlier. It’s natural to happen like this. If he achieves the number of exercise required by
[Corola-publishinghouse/Science/2246_a_3571]
-
do în three days then he will be tempted to achieve them în the last three days before the expiration of the dead-line. That’s the fact în order to gain nothing else în addition. And then, why would the pupil do more of it? What are the most facile solution for such situation? You have to diminish the use of the negative feed-back and you have to try frequently to use the positive feed-back. What does the pupil gain from
[Corola-publishinghouse/Science/2246_a_3571]
-
would the pupil do more of it? What are the most facile solution for such situation? You have to diminish the use of the negative feed-back and you have to try frequently to use the positive feed-back. What does the pupil gain from you (the teacheră if he (the pupila will learn much more and much better? If this approach you are seen aș mercantile, you can make a comparison with the situation în which, în your capacity aș teacher - you
[Corola-publishinghouse/Science/2246_a_3571]
-
the difficulty of the respective problem; în contrast with them, the students which hâd been rewarded for making the effort, they haven’ț showed any decline of the satisfaction to solve problems. Likewise than aș much, the performance of the pupil from the first group hâș decreased dramatically. What is the explanation? Those rewarded for the intelligence visualize themselves for this time aș not being smart enough and good enough to resolve the task. În other words, if the success hâș
[Corola-publishinghouse/Science/2246_a_3571]
-
the affective aspects. For example, the affective aspects of the conflicts are the most dangerous în school (actually, being more dangerous even than the behavioral onesă, because they are the only whom influence, they contaminate, also, other aspects of the pupil’s life: therefore, a pupil whom upset one’s teachers, there is the risk to transfer affectively these resentments upon the discipline or a subject, taught by the respective teacher, about the school and the cognitive motivation to study în
[Corola-publishinghouse/Science/2246_a_3571]
-
the affective aspects of the conflicts are the most dangerous în school (actually, being more dangerous even than the behavioral onesă, because they are the only whom influence, they contaminate, also, other aspects of the pupil’s life: therefore, a pupil whom upset one’s teachers, there is the risk to transfer affectively these resentments upon the discipline or a subject, taught by the respective teacher, about the school and the cognitive motivation to study în general / at large etc. The
[Corola-publishinghouse/Science/2246_a_3571]
-
is a part of the communication. În the same time, the level of stimulation - induced by the exam, if it is not too high în order to block the examinee one, this level of stimulation is the ground of the pupil’s involvement, the optimum stress induced aș a matter of fact that it will be examined, helping him to motivate sufficient to learn well. Aș being given the economical function of the education (according to which the school is preparing
[Corola-publishinghouse/Science/2246_a_3571]
-
of fact that it will be examined, helping him to motivate sufficient to learn well. Aș being given the economical function of the education (according to which the school is preparing his graduates for the social-professional integration în societyă, the pupil / the student will have to pass a set of next exams (such aș: the interview for getting a jobă. On their turn, Hybels și Weaver (Hybels, S.; Weaver, R., 1989, p. 11Ă take the noise into consideration like a factor
[Corola-publishinghouse/Science/2246_a_3571]
-
of this approach, besides the development of the competences of efficient presentation în front of the teaching process, it is useful and necessary a development of the competence în the didactical field of the active and efficient listening at their pupil’s level. Bibliografy Altman, S.; Valenzi, E.; Hodgetts, R. (1985Ă, Organizațional Behavior - Theory and Practice, Academic Press Inc., New York. Baron, R.; Byrne, D. (1987Ă, Social Psychology - Understand Human Interaction, Allyn and Bacon Inc., New York. Baylon, C.; Mignot X., (1999Ă, La
[Corola-publishinghouse/Science/2246_a_3571]
-
cu o lungă carieră instituțională) propus de președinte. Între primul și cel de al doilea vot, Președintele Iușcenko a semnat așa-numit "Memorandum de înțelegere reciprocă" (garantând printre altele, amnistierea celor responsabili de falsificarea alegerilor prezidențiale din 2004) cu Ianukovici, pupilul lui Kucima. Obiectivul acestui memorandum era obținerea de la partidul lui Ianukovici, posesor al 50 de fotolii parlamentare, voturile necesare alegerii unui nou premier. "Poporul portocaliu" s-a simțit în mod evident trădat de acest acord care, în plină criză politică
by Cristina Dallara [Corola-publishinghouse/Science/1090_a_2598]
-
Cristian; Establet, Robert, 1971, L’école capitaliste en France, Maspero, Paris. Becker, Gary, 1992, Comportamentul uman: o abordare economică, Editura All, București. Becker, Gary, 1997, Capitalul uman, Editura All, București. Becker, Howard S., 1952, „Social Class Variations in the Teacher Pupil Relationship”, Journal of Educational Sociology, 25 (aprilie), pp. 451-465. Bennett, Nicholas, 2001, „Corruption in Education Systems in Developing Countries. What is Doing to the Young”, 10th Anti-Corruption Conference, Praga. Berg, Ivar, 1970, Education and Jobs: The Great Training Robbery, Praeger
[Corola-publishinghouse/Science/2235_a_3560]
-
în mod semnificativ diferit în implicațiile sale de confruntarea feluritelor opinii în conștiința unei singure persoane. Să comparăm acest fragment dintr-o narațiune la persoana întîi cu unul similar dintr-o narațiune la persoana a treia a aceluiași autor. The Pupil prezintă povestea unui tutore privat, Pemberton, și a pupilului său Morgan, mezinul bolnăvicios al unei familii americane constrînse de dificultăți economice din ce în ce mai mari, care se chinuie să supraviețuiască în calitate de turiști în Florența, Veneția, Nisa și Paris. Pemberton, care nu primește
by Franz Karl Stanzel [Corola-publishinghouse/Science/1079_a_2587]