Teachers' sense of efficacy
Confidence in Every Context
Teachers' sense of efficacy defined as a teacher's belief that he or she can reach even difficult students to help them learn. This confident belief appears to be one of the few personal characteristics of teachers that predict student achievement. Teachers with a high sense of efficacy work harder and persist longer even when students are difficult to teach, in part because these teachers believe in themselves and in their students. Also, they are less likely to experience burnout and more likely to be satisfied with their jobs.
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References: (ÇakıroÄŸlu, Aydın, & Woolfolk Hoy, 2012; Tschannen-Moran & Woolfolk Hoy, 2001; Tschannen-Moran, Woolfolk Hoy, & Hoy, 1998; Woolfolk & Hoy, 1990; Woolfolk Hoy, Hoy, & Davis, 2009).
(Fernet, Guay, Senécal, & Austin, 2012; Fives, Hamman, & Olivarez,2005; Klassen & Chiu, 2010).
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What is Educational Psychology?
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Educational psychology is a distinct discipline with its own theories, research methods, problems, and techniques. Educational psychologists do research on learning and teaching and, at the same time, work to improve educational policy and practice (Anderman, 2011; Pintrich,2000). The goals of educational psychology are to understand and to improve the teaching and learning processes. Educational psychologists develop knowledge and methods; they also use the knowledge and methods of psychology and other related disciplines to study learning and teaching in everyday situations. Educational psychologists examine what happens when someone/something teaches something to someone else in some setting.
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”Educational psychology is that branch of psychology which deals with teaching and learning and also covers the entire range and behavior of the personality as related to education.” Skinner
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“While general psychology is pure science, educational psychology is its application in the field of education with the aim of socializing an individual and modifying his behavior.” Anderson
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"It is the systematic study of the educational growth and development of a child.” Stephen
References: http://www.studylecturenotes.com/social-sciences/education/203-what-is-educational-psychology
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What is Extensive Reading?
Extensive reading generally involves rapid reading of large quantities of material or longer readings for general understanding, with the focus generally on the meaning of what is being read than on the language.
Extensive reading differs from intensive reading. In intensive reading, students normally work with short texts with close guidance from the teacher. The aim of intensive reading is to help students obtain detailed meaning from the text, to develop reading skills -such as identifying main ideas and recognizing text connectors- and to enhance vocabulary and grammar knowledge. It is important to note that these two approaches to teaching reading-intensive and extensive reading-
should not be seen as being in opposition, as both serve different but complementary purposes ( Carrell & Carson, 1997; Nuttall,1996).
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The Benefits of Extensive Reading
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Enhanced language learning in such areas as spelling, vocabulary, grammar, and text structure
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Increased knowledge of the world
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Improved reading and writing skills
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Greater enjoyment of reading
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More positive attitude toward reading
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Higher possibility of developing a reading habit.
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References: Carrell, P. L. & Carson, J.G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16, 47-60.
Day, R., & Bamford, J. (1998). Extensive reading in the second language classroom. Cambridge: Cambridge University Press.
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What Is Education?
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Education has various meanings. Some people refer to it as formal schooling or to a lifelong process. Also, it means acquisition of knowledge, skills, attitudes, etc.
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Etymological Meaning of Education
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Educare = To raise, to bring up
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Educere = To lead forth, to come out
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Narrow Meaning of Education
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It has a deliberate effort and definite purpose for the optimum development of an individuals' potentials. It is limited to a class or school.
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Broader Meaning of Education
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Education is not limited to a class or school only. It is a lifelong process that includes a complete bunch of experiences.
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Education As A Process
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Education is a dynamic process. It never ends. In this sense, education is referred to the act of developing the intellect, critical thinking abilities, social and cultural understanding and understanding of one's own self.
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Education As A Product
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It is the sum total of what is received through learning. It means the results of what we've learned. Education becomes a product when it is transmitted from one generation to another.
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GRAMMAR tRANSLATION METHOD
- A fundamental purpose of learning a language is to be able to read literature written in it. Literary language is superior to spoken language. Student's study of the target culture is limited to its literature and fine arts.
-An important goal is for students to be able to translate each language into the other. If students can translate from one language into another, they are considered successful language learners.
-The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation.
-Deductive application of an explicit grammar rule is a useful pedagogical technique.
THE SILENT WAY
-Language is not learned by repeating after a model. Students need to develop their own 'inner criteria' for correctness-to trust and to be responsible for their own production in the target language.
-Student's actions can tell the teacher whether or not they have learned.
-Silence is a tool. It helps to foster autonomy, or the exercise of initiative.
-The teacher speaks, but only when necessary.
-Meaning is made clear by focusing student's perceptions, not through translation.
-If students are simply given answers, rather than being allowed to self-correct, they will not retain them.
-At the beginning, the teacher needs to look for progress, not perfection. Learning takes place in time.
-Students gain autonomy in the language by exploring it and by making choices.
-Language is for self-expression.
DESUGGESTOPEDIA
-Learning is facilitated in a cheerful environment.
-A student can learn from what is present in the environment, even if his attention is not directed to it. (Peripheral learning)
-Assuming a new identity enhances students' feeling of security and allows them to be more open. They feel less inhibited since their performance is really that of a different person.
-One way that meaning is made clear is through native language translation.
-Communication takes place on 'two planes': on one the linguistic message is encoded; and on the other are factors which influence the linguistic message.
On the conscious plane, the learner attends to the language; on the subconscious plane, the music suggests that learning is easy and pleasant.
Approaches to Language Learning and Teaching
Community Language Learnıng
-Building a relationship with and among students is very important.
-Language is for communication.
-Students feel more secure when they know the limits of an activity.
-The teacher 'counsels' the students. He does not offer advice, but rather shows them that he is really listening to them and understands what they are saying.
-Students learn best when they have a choice in what they practice.
-Developing a community among the class members builds trust and can help to reduce the threat of the new learning situation.
TOTAL PHYSICAL RESPONSE
-Meaning in the target language can often be conveyed through actions.
-The students' understanding of the target language should be developed before speaking.
-Students can initially learn one part of the language rapidly by moving their bodies.
-The imperative is a powerful linguistic device through which the teacher can direct student behavior.
-Students should not be made to memorize fixed routines.
-Correction should be carried out in an unobtrusive manner.
-Spoken language should be emphasized over written language.
-Students will begin to speak when they are ready.
COMMUNICATIVE LANGUAGE TEACHING
-Whenever possible, authentic language-language as it is used in a real context- should be introduced.
-The target language is a vehicle for classroom communication, not just the object of study.
-Students should be given an opportunity to express their ideas and opinions.
-Errors are tolerated and seen as a natural outcome of the development of communication skills.
-The teacher acts as a facilitator in setting up communicative activities and as an advisor during the activities.