How does perception or attitude of a student have an impact on their learning?
#2: C.H To break down the barrier a child may have about a class is very important. It is a good idea to always keep the class fun for every child but especially these. I was one of these children growing up. I have never enjoyed math and always found it difficult. I found that my senior year of High School I actually LOVED my calculus class. Crazy right?! All it took for me to enjoy math and understand the material was the right teacher. I always had teachers before who didn’t enjoy math as well and it showed in their teaching. They would never relate it to anything for us to remember. My senior year my teacher was so enthusiastic about the class that I couldn’t help but learn and want to be involved.
#3: S.J Teachers can help students break down their barriers of their preconceived notions of not “being good at math” by doing three things. Thee first is to identify the student’s misconceptions. This could be done by giving an ungraded test to see where each student is at the beginning if the year, having open discussion with the students, or having available office hours for students to come in individually to ask questions. Next, the teacher can provide a forum for students to confront their misconceptions. Teachers can do this through a number of different teaching approaches including, providing students with experiences that causes cognitive conflict, raising students metacognition, diverse instruction, and model-based reasoning (Korbin, 2015). Lastly, teachers can help student break down their preconceive notions by helping the student reconstruct and internalize their knowledge. The best ways to do this are for teachers to demonstrate correctly for their students, revisit common misconceptions often, and assess and reassess the validity of student concepts (National Research Council, 1997).References
Korbin, J. (2015). Learning from Student Misconceptions.
National Research Council. 1997. Science Teaching Reconsidered: A Handbook. Washington, DC: The National Academies Press. https://doi.org/10.17226/5287.
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