w, I discuss my views on these areas by using personal experiences to assess whether they are integral for maintaining the lesson’s momentum, which in turn translates into academic achievement.
I believe that learning can only occur when all parties (students and instructors) are able to create an interactive conducive environment. Earlier on, I learnt that instructors bear the responsibility of creating such an environment. For example, simply preparing a lesson plan by the book, does not guarantee learning, as more than one factor might dissuade students from learning. Disruptive behaviors from students rank high on the list of learning detractors. Therefore, instructors must always be weary of students prone to behavioral problems, in order to mitigate them before such behaviors hinder the learning process. At the core of the different problem solving approaches I use, is the intent to equip the students with behavioral skills, which will assist them in mitigating disruptive behaviors.
In my opinion, helping students avoid disruptive behaviors is not merely enough to maintain lesson momentum. More often than not, I have come to the realization that instructors are to blame for losing the lesson’s momentum. The text clearly states that instructional activities comprise of both strategies and formats. The former refers to the different ways of grouping students whereas the latter refers to the different methods used by instructors to engage their students (6.04). Therefore, instructors with personal inadequacies, which hinder them from executing either of the instructional activities risk affecting students’ engagement, and in turn their academic achievement. I agree that instructors might stand to benefit from comparing themselves against the areas listed in the module’s text, if they hope to improve their instructional strategies.
Clarity, as explained by the module encompasses an instructor’s use of concise procedural directions, which help ...Show more