I have observed that for a student to do well in a subject the student must understand the style of the teacher used in setting questions, the student must like the teacher then he/she can now have passion or like the subject and he must know what the teacher want when providing answers to the teacher's test. What do you need from your student for him or her to do well in your subject? 1) do you prefer your student writing story or to be precise in answering question? 2) do you prefer your student to answer questions in their own word or they should return as you give them? 3) do you subject them to applied question or direct question? Please suggest which methods do you like in training your student to be a better student. Which method do you see as the best or convenient for you? Please your view and opinion are needed. Thanks ahead for sharing your teaching style or your experiences in teaching.
Here, most classwork is done with the exam in mind and any imaginative or critical thinking is done within closed but effective paradigms. Let me give you an example from one set of papers I am currently marking concerning Homer's Odyssey.
The question provides passages from the book, let's say the ending where all Penelope's suitors are killed by Ulysses. The student is then required to determine a) the exact meaning of the scene, why death is deemed necessary, and b) how the scene relates to other passages within the book , c) what the scene might say about the various participants (Ulysses son for example). Language and symbolic passages are to be considered as evidence by the student.
A student who provides a complete if standardised argument will only be awarded higher marks if they can go on to extrapolate further, demonstrating additional reading from selected books, a list of which is provided. The exams are subject to continuous evaluation, usually after that year's cohorts have completed the exams and the results (answers) have been subject to analysis.
Evidence that additional reading has produced synthesis and evaluation with an understanding of additional, possible arguments gives the student an A or higher.
The teacher/lecturer must thereby bear in mind their responsibility towards the student with respect to the exam and produce teaching that will unlock the student's critical capacities-role play, understanding of words, poetry and how metaphorical language works singularly and as a whole.
hi
it depends on the students' abilities. some learners are good at memorizing; i allow them to give the response they memorized i do not like to discourage them. however; in their response i elicit their own response by relating the question to what they already know.
in general, i prefer to get ss ' own constructed response; i want to hear their own words; bcz i follow constructivist model in my teaching. i believe once students produce their own response they feel they are the owner of their own response; they get encouragement and confidence.
Here, most classwork is done with the exam in mind and any imaginative or critical thinking is done within closed but effective paradigms. Let me give you an example from one set of papers I am currently marking concerning Homer's Odyssey.
The question provides passages from the book, let's say the ending where all Penelope's suitors are killed by Ulysses. The student is then required to determine a) the exact meaning of the scene, why death is deemed necessary, and b) how the scene relates to other passages within the book , c) what the scene might say about the various participants (Ulysses son for example). Language and symbolic passages are to be considered as evidence by the student.
A student who provides a complete if standardised argument will only be awarded higher marks if they can go on to extrapolate further, demonstrating additional reading from selected books, a list of which is provided. The exams are subject to continuous evaluation, usually after that year's cohorts have completed the exams and the results (answers) have been subject to analysis.
Evidence that additional reading has produced synthesis and evaluation with an understanding of additional, possible arguments gives the student an A or higher.
The teacher/lecturer must thereby bear in mind their responsibility towards the student with respect to the exam and produce teaching that will unlock the student's critical capacities-role play, understanding of words, poetry and how metaphorical language works singularly and as a whole.
I would prefer their own words, their own original thought in answer, as, no matter what their English writing power is, original ideas and thought will get good marks from me, but you know I am a generous person, I am inclined towards giving good marks.
Its depend on the level of students and on the subjects also. During teaching the teacher has to engage the students. As the teacher has to take the students from simple to complex learning. When the students understand the simple then they will be able to answer the complex. For example while teaching to the students a language like C or C++. If the students learn the basics then after the teacher has to ask to execute on their computers. with practical they will be able to learn easily. After that the teacher can take the students to generalize it some how to write a program of any type either on Computer or may be on the paper. As questioning in classroom have a key role of enhance learning process. The teacher may change the style of the questions to make the students think deeply to the subject.
- Badges
- Science topic
- Similar topics
- Linguistics
- Composition Studies
- Writing