亚利桑那代写Assignment:三种方法观察

2017-08-24 23:45

第一次调查进行漫LLD提醒程序上或准备他们交出类和起动器，最后指出现实表明在控制和纪律必不可少的方法，显示了所有三种方法观察（案例研究），问卷调查和焦点小组的一组Â学生：LLD是大量减少，作为提醒程序Â相当做它提醒学生，他们是在一个学习环境，同样作为起动器设置减少所有类型的LLD，学生觉得他们设法[ M8 ]做的工作时，他们给出了一个方向，尽快为他们进入课堂他们的工作从以前的经验教训作为首发，这让他们E本课和集中nthusiastic。同样，二调查进行“学习当老师围绕课堂”的影响，得出的结果和分析表明该定义清晰的战略和积极的结果，在课堂上有较少的LLD，定量和定性的结果得出结论，这是一种有效的策略，而当老师不在课运动，学生脱离和LLD较高，学生趁老师不看他们的工作，所以他们可以说话或保持安静，远离任务。这也证明了当我在检查他们的书移动，学生们试图解决的问题，主要因为他们知道老师是在课堂上和检查他们的进展[ 9 ]。
亚利桑那代写Assignment:三种方法观察
The first investigation carried out to diffuse LLD was reminding routines to the class and starter on board or ready for them to hand over, to conclude it is essential to point out the reality showed during a controlled and disciplined approach, shows from all three methodologies by observations(case study), questionnaires  and focus group with a group of students that the LLD was massively reduced, as reminding routines  fairly worked as it reminded students that they are in a learning environment, same as setting up the starter reduced all sort of LLD, students felt that they managed to [M8]do work well when they are given a direction as soon as they enter the class and they have work from previous lessons as starter, it keeps them enthusiastic about the lesson and focussed.Similarly, second investigation carried out was "The effects on learning when teacher moves around the classroom", the results drawn and analysed shows clear and positive outcome of this defined strategy that there was less LLD during the class, quantitative and qualitative both results conclude that it is an effective strategy whereas when the teacher was not moving during the lesson, students were disengaged and LLD was higher, students took advantage that teacher is not looking at their work so they can either talk or remain quiet and stay off-task. It was also proved while I was moving around and checking their books, students were trying to solve questions and focused as they knew teacher is present in the class and checking their progress[M9].

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