Thus, organization of the educational process with consideration of students’ peculiarities and behaviors is of great importance.
To my thinking, one of the key instructional strategies to be applied in class, especially on primary educational stages, is reinforcing effort and providing recognition. Applying this strategy is helpful in turning students into “independent, strategic learners” (Alberta Learning, 2002); moreover, it can help to influence the class without harsh methods and sanctions, preventing such necessity beforehand. However, I suppose it should be combined with such elements as establishing good relations between the teacher and the students. As the relationships between a teacher and students might affect the latters’ willingness to learn and comply with the rules (Gregory & Ripski, 2008), it is important to develop implement an instructional strategy (probably, any of them) based on this point. Successful answers are to be rewarded properly (Haberkorn), as well as bad behavior and performance should have proper response on the part of the teacher.
The strategy of reinforcing effort is based on behaviorist learning theories and helps develop the understanding of relations between efforts and achievements (Pitler, Hubbell, Kuhn, & Malenoski, 2007). As behaviorist approach is repeated through the demonstration of the cause-effect relations between efforts and rewards, students develop right attitudes and beliefs about learning. As a possible option, the teacher could encourage students to track their efforts and achievement on the spreadsheets, assessing both in some scores. If children see the direct relation between efforts (that are, in fact, a display of their behavior) and rewards for them, the stimuli will lead their behavior in the right direction. The teacher can use various types of rewards as motivation, however,