The Semiotic Principle : The Principles Of A Classroom By Gee ( 2007 ) Covers 36 Learning Principles

Within the elementary classroom, there is a copious amount of rules, guidelines and considerations a teacher must take into account. Learning theories such as social, cognitive, and behavioral learning should be implemented to provide framework and boundaries for the children. When incorporating learning theories in the classroom, it is important to have a clear understanding of how they work and how they will benefit the child and the teacher. These particular theories allows the teacher to run an efficient and effective classroom from day one.

Engaging students in the classroom can be a difficult task. Understanding the process of how students learn can help a teacher adapt the lesson to meet the needs of all students. I will encounter students that are not intrinsically motivated so I will need to find different ways to motivate each and every student. Understanding how my students learn can provide me with insights as to how to help each student learn which will minimize classroom management problems.

In early years at school young students sometimes find basic concepts hard to grasp, difficult to master and a challenge to recall. Young children are also very keen on playing games. Can we use this enthusiasm to help them master the basic concepts which they will need for their future education?

34). I chose this theory, as I have witnessed children being empowered and striving for their best after the educator facilitated them to build a positive mindset. Children learn from making mistakes and challenges, these come together and help mathematical thinking and cognitive development (Boaler & Dweck 2016, p. 13). The educator which I had, could have taught children in a more positive way and encouraged children to do their best, but also make sure they know everyone makes mistakes and there will not be penalties for

The purpose of this research is to evaluate the Effects of Classroom Structure on Student Achievement Goal Orientation. There were three classes chosen and the students had to set weekly goals based on performance and learning. Many of the students in the contingency group based their weekly goals more on learning than performance and many of the students in the token economy condition set were more based on performance goals.

The first chapter of Robert Marzano’s book, titled The Art and Science of Teaching (2007), discusses the importance of setting goals with students, monitoring progress, and celebrating student successes. These same concepts are reinforced in John Hattie’s book, titled Visible Learning (2009).

Implementing developmental concepts and theories in a classroom can increase student achievement. Success within a classroom starts with the success of a teacher. According to Barbara Blake and Tambra Pope, “teacher must develop a better understanding of their students’ cognitive development, which will lead to the needs of the whole child being satisfied.” (Blake B. & Pope T., 2008). Educators must comprehend how an individual’s mind processes information from thinking to perceiving to remembering to learning. Grasping the comprehension of a student’s mental process and constructing suitable lessons, “using developmental instructional techniques, teachers have been able to increase the test scores of children in public schools.” (Blake B.

26-28). For a successful classroom it lists three features that the writers characterize as such. First is to promote self-discipline, second is to begin with academic learning time, and lastly is to promote academic achievement (2005, p. 26). In the classrooms where those three features happen Cope, Stahan, Hundley, & Faircloth show that not only did that student get better in subjects and testing, but also helped that student grow as a

44) In this case for motivation, students “believe that they have the physical and mental resources necessary to be successful.” (Tileston, 2010, p.44) Even though there are assigned books to read in a classroom if a teacher goes above and beyond the book, possibly even a game, children realize that material is not just a book but computers to have success in understanding a subject being taught. An example of this is a teacher I had in fifth grade, Mr. White. Mr. White was teaching social studies and we were learning about the Oregon Trail. He divided us up into groups of four, and we were all given certain characters to be on the “Trail” every night we had specific homework to do and every day that the entire class turned in their assignments was a day we played the game “The Oregon Trail”. Each group had their own map and “jobs” to do on the trail, but when we reached a certain point on the map we had to answer questions about what we had learned on our “journey” to that point in the game. I will say this built a lot of emotional motivation for us and we had the best time learning, not to mention retaining all we had learned when it came to “open house” and we were able to show our parents everything we had

Lin, Chun-Hung; Liu, Eric Zhi-Feng; Chen, Yu-Liang; Liou, Pey-Yan; Chang, Maiga; Wu, Cheng-Hong; Yuan, Shyan-Ming (2013) conducted a study on Game-Based Remedial Instruction in Mastery Learning for Upper-Primary School Students incorporating instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The results revealed that (a) both instructional videos and the proposed Monopoly game enhance the learning of mathematical concepts; and (b) the Monopoly game is more effective than instructional videos at leveraging the benefits of mastery learning. The findings paved a way to integrate games and mastery learning into after-school remedial instruction

Students want and need work that enables them to demonstrate and improve their sense of themselves as competent and successful human beings. This is the drive toward mastery. But success, while highly valued in our society, can be more or less motivational. People who are highly creative, for example, actually experience failure far more often than success. Biehler (p. 225) claims that studies show that when CAI used in conjunction with a teacher's lessons, is particularly beneficial for low-achieving and young students.

To establish a classroom that is full of learning as well as providing a lesson that is fun, active and safe the teacher must make clever use of positive reinforcement. This technique allows to support a child in their learning and it is an effective methodology in motivating children. When the desired behaviour or activity is shown by a chid they are praised by their teacher making it more likely that this desired demeanour will be re-enacted again by the child. This in turn makes the child want to do their best and making it more probable that they will enjoy the task more as well as helping them to learn more efficiently.

The author hopes to gain knowledge about whether the students will be more motivated to learn and perform at their highest level after setting

Students use motivation as an encouragement to stimulate their learning capabilities. Thus allowing students to create a positive attitude towards learning. In watching stand and deliver the math teacher, Jamie Escalante, demonstrates the effect of proper motivation can have on students. Despite the fact, that many students in Escalante class had If a student is rewarded and praised for his efforts the greater the likelihood that student will continue to learn. It causes a positive effect on a student’s academics.

Video games can be used as instructional tools as well. They have positive elements and add value; they create a micro world of their own. The players act based on natural tendencies towards learning. Therefore, learning occurs while playing (Rosas et al., 2003).