Vale, Gale Monique S. Bsed English 2

VALE, GALE MONIQUE S.
BSED ENGLISH 2
In your point of view as future educator, discuss the relevance of understanding

the following in your class. Give practical views and examples. (1-5) 10 pts. each
1. Diversity of Learners
Students from various cultures, abilities, and disabilities with interests,

behavior, attitudes, life experiences, language, religion, sexual orientation,
gender identity, economic status and so on are among the diversity of learners. It
is more important than ever for our increasingly global and dynamic society to
future educators to incorporate culturally responsive instruction in the classroom,
whether or not they would be instructing students of any level. To be a successful
educator means being able to cater to the various needs of the students in the
classroom as well as actions. The diversity of students accentuates the ideal that
teachers can achieve to assist diverse learners in their learning process.
Apart from getting to know their students, teachers should maintain
contact with them during the semester or school year. It's also a good time to
discuss their success in class and offer suggestions on how to improve based on
their specific situation as a student's requirements. It is also critical for students
to appreciate and respect others. Their own diverse histories, as well as the
histories of their peers. Recognizing these disparities and creating a safe space
for discussion helps to promote understanding in the classroom and beyond. It is
critical to know how to discuss different cultures in a polite and mature manner
outside-of-the-classroom achievement.
2. Social influences on learning
Interactions with others, interpersonal relationships, and social interactions

are all important that influence learning. Learning may be improved by creating
environments that promote social connections, diversity, and inclusion to think
creatively and socially. As a future educator, I believe it is an important idea if we
allow for interactive and collaborative educational environments that allow
individuals to engage in perspective-taking and reflective thinking, which may
result in increased cognitive, social, and moral growth, as well as self-esteem.
Quality personal connections that provide stability, trust, and care may be
beneficial. The sense of belonging, self-esteem, and self-acceptance of learners,
as well as provide a comfortable learning environment. Influence from family,
interpersonal skills, support and education in self-motivation techniques may
assist in compensating for negative attitudes toward learning, for example, are
characteristics that impede optimal learning. Competence in a specific topic, high
levels of exam anxiety, and a negative attitude. Positive learning is characterized
by sex role expectations and undue pressure to succeed. Environments can also
serve to set the stage for improved ways of thinking, feeling, and behaving.
3. Intrinsic motivation
Creativity, higher order thinking, and natural curiosity are all factors that
contribute to a learner's success. The reason to study intrinsic motivation is
fueled by one-of-a-kind tasks which is difficult while also being related to
personal interests and allowing for personal expression and control. As a future
educator, it is important for us to understand this factor to be able to fully
comprehend the concepts of curiosity, flexibility, and perceptive thinking, and
creativity. These concepts are strong indicator of a learner's intrinsic motivation to
learn, as a result of addressing basic competence and personal control
demands.
Teachers should assign tasks that students find interesting, personally
relevant and meaningful, in terms of complexity and difficulty that are appropriate
for the learners' abilities with that they believe they have a good chance of
succeeding in. Teachers should assign similar tasks to real-world situations and
satisfies desires for choice and control. By addressing individual differences in
accordance with learners' ideal perceptions, teachers' creativity and difficulty,
relevance, and personal choice and control may encourage and support
students' natural curiosity and eagerness to learn.
4. Strategic Thinking
Teachers must ensure that complex learning objectives are met in order
for students to succeed. That students can cultivate and apply a repertoire of
thinking and reasoning skills. As a future educator, we should ensure that
students have a positive attitude toward learning, reasoning, problem solving and
idea acquisition. Teachers must be able to understand and communicate with
students. To employ a variety of strategies to assist students in achieving
learning and performance goals, as well as applying their knowledge in
unexpected situations. They could also broaden their techniques by reflecting on
the ways in which they could use them to figure out which ones work best for
each student. They will receive guided instruction and feedback, as well as
witnessing or being enlightened.
5. Individual differences
Learners have a variety of learning tactics, approaches, and capacities
based on their age, past experience and genetics are factors that teachers
should be aware of as they begin their careers. As a future educator, teachers
must recognize that students have developed their own preferences for the
manner in which they prefer to study and the rate at which they learn, as a result
of their education and social acculturation These preferences, however, are not
always followed. This is useful for teachers in assisting students in meeting their
learning objectives. Teachers should help students examine their learning
preferences and, if necessary, make changes. Teachers should remember to be
sensitive to individual differences when teaching.
6. How would you handle misbehaving students in your class?
Many misbehaviors aren't serious or frequent enough to warrant any sort

of punishment. They will most likely vanish if left alone. If you are a normally
quiet student sometimes, whispering to a neighbor is less disruptive and just as
effective. It is just as effective to ignore the transgression as it is to respond to it.
a few misbehaviors, even if they are frequent, they may not require a response
as long as they do not appear to irritate others. Assume, for example, that a
particular student has a propensity of sharpening her pencil during quiet
seat-work times. She is always getting up to go to the sharpener. Others, though,
seem unconcerned by this conduct. Ignoring the conduct in both cases may be
prudent because there is minimal risk of the behavior interrupting other students
or becoming more common. Interrupting the teachers’ or the students' activities
may cause greater disturbance than just ignoring the matter.
However, determining whether a particular transgression is minor may be
difficult, uncommon or unnoticed by others students. Unlike in our previous
example, students may whisper to one another more frequently than
"occasionally," but less frequently than "every now and then." It is sometimes
possible to communicate through gestures, eye contact, or other means. Rather
than speaking, use "body language." Nonverbal cues are frequently suitable
when a transgression is just a little too serious or frequent to ignore, but not
significant or frequent enough to warrant spending the time to speak to or
communicate with the student. If two students are conversing off-task for a
lengthy period of time, for example, a glance in their way, a scowl, or even simply
stepping closer to the students can be enough to get them back on topic. Even if
these remedies are insufficient, they may aid in preventing off-task conduct from
spreading to other pupils. If a student is not listening in class, for example, it is
natural that he may lose out on knowledge or materials needed to complete an
assignment. If one student takes another's lunch, for example, the thief may be
required to compensate the victim for the cost of the meal. If one student causes
a fight with another, a natural result may be harm to both the victim and the
aggressor (an inherent outcome of fighting), but a logical result may be the loss
of friends (the response of others to fighting).
7. What is your ultimate principle of teaching?
My overarching teaching concept is to encourage active learning. Learning

is a lifelong process and a dynamic procedure. Students cannot learn much by
simply sitting in classrooms and listening to professors, remembering
pre-packaged tasks, and churning out responses. They must be able to talk
about what they are learning, as well as write about it. Connect it to previous
experiences and use it in their daily lives. Students must incorporate learning into
their daily lives. Increasing the use of active learning in higher education.
Education is difficult due to the diverse learning backgrounds of many students.
It is difficult to promote active learning in higher education due to a variety
of factors. This is due to passive learning has been promoted as the norm in our
country's secondary schools. Because there is a lot of knowledge that has to be
presented in a short period of time, teachers turn to lecturing to save time and
cover as much content as possible. Students go from topic to topic with no real
comprehension of what they are learning or how it pertains to their lives. Active
learning is effective learning. Curriculum design, internship programs, community
service, laboratory scientific education, musical and speaking performance,
seminar classes, undergraduate research, peer teaching, and computer-assisted
learning have all used the notion of active learning. All of these activities have
one thing in common: they want students to think about how they learn as well as
what they learn, and they want them to take more responsibility for their own
education.

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VALE, GALE MONIQUE S.

In your point of view as future educator, discuss the relevance of understanding

Students from various cultures, abilities, and disabilities with interests,

2. Social influences on learning

Interactions with others, interpersonal relationships, and social interactions

6. How would you handle misbehaving students in your class?

Many misbehaviors aren't serious or frequent enough to warrant any sort

7. What is your ultimate principle of teaching?

My overarching teaching concept is to encourage active learning. Learning

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