Creating Responsible Learners: The Role of a Positive by D. Scott Ridley, Bill Walther, Visit Amazon's Dale Scott

By D. Scott Ridley, Bill Walther, Visit Amazon's Dale Scott Ridley Page, search results, Learn about Author Central, Dale Scott Ridley,

With a workbook sort layout, growing in charge novices can assist lecturers make studying extra significant to scholars and inspire them to make person offerings for strength of mind. This quantity is helping lecturers meet scholars' simple affective and motivation wishes, provides artistic concepts in response to sound theories, and comprises actions for college kids and different necessary instruments.

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I 40 Creating Responsible Learners SELF-DIRECTED QUESTIONS How do you think your students would judge your ability to make them feel confident about succeeding in your class? What specifically could you change to make students feel more confident about succeeding in your class? )? Meeting Students’ Needs for a Positive Classroom Environment I SUGGESTED ACTIVITY FOR STUDENTS Sometimes students do poorly because they don't think they can do work that they really can do. How confident are you that you can succeed in this class?

3. Establish classroom policy and rules with students. When students are involved in creating the class rules, they are more committed to keeping them. , 1990) that most students desire structure and order just like teachers. In fact, in our experience, students can set tougher rules than their teachers. Teachers can facilitate the rule creation process by prioritizing students’ proposed rules and limiting their number to a few major concepts. Too many rules make it difficult for students to remember them.

S. Weinstein, 1989), which often encourages students to dodge responsibilities and make trouble. Monica Richards learned that when “troublemakers” were treated with genuine respect and challenged with duties and higher academic expectations, they responded. In her view, the hardest part was involving these students in the exploration of the problem and opening her mind to her own contributions to the problem. Richards borrowed from Holt (1970) to describe her feelings, “Most of us do not like to be surprised about the world, to find that it is very different from what we had supposed.

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