theory. In particular‚ teacher-pupil relationship. Labelling theory suggests that teacher’s judge pupils based on their characteristics that relate to class‚ gender and ethnicity rather than their intelligence or ability. The label placed on an individual can have an effect on their performance as it leads to self-fulfilling prophecy (SFP) whereby they act upon the label. Gillborn found that afro-Caribbean pupils were more likely to be given detention than any other pupils as the teachers misinterpreted
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AN AGENT-BASED INTELLIGENT TUTORING SYSTEM FOR GRADE FOUR ENGLISH PUPILS OF DOANE BAPTIST SCHOOL A Project Presented to the COLLEGE OF INFORMATION AND COMMUNICATIONS TECHNOLOGY Western Leyte College of Ormoc City‚ Inc. A. BonifacioStreet‚ Ormoc City In Partial Fulfillment Of the Requirements for the Degree of BACHELOR OF SCIENCE IN COMPUTER SCIENCE By: CADUNGOG‚ REINA ROWENA S. TAGALOG‚ AILEEN MAE V. FEBRUARY 2013 ACKNOWLEDGMENT The researchers always expect challenges
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advance so that one can get most from it. I have to make sure that the pupil is unaware that he is being observed. If he knows this‚ it may possibly hinder his performance and he may become embarrassed. When observing a pupil appropriately I would need to establish a good rapport with the pupil. The observation would have to be carried out with minimal disruptions to the pupil so that the natural behaviour can be seen in a pupil to identify his strengths and weaknesses. I would be observing his
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A Detailed Lesson Plan in English (Grade 2) Prepared By: Yvonne T. Bautista I. Objectives At the end of a 30-minute period‚ the Grade II pupils will be able to: 1. Identify the use of the Three Degree of Comparison of Adjectives. 2. Describe persons‚ animals‚ places or things using The Three Degree of Comparison. 3. Appreciate the differences of every individual or thing in their daily lives. II. Subject Matter Three Degree of Comparison of Adjectives Reference/s: Teacher Angelyn
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Foreign Languages for the Humanities LVIV - 2012 Content Introduction……………………………………….………………………………3 Chapter I The structure of the English lesson. The place of warm-up activities….5 Chapter II Warm-ups activities as the motivations of pupils…………………....10 Chapter III The classifications of warm-ups. …………...………………………13 Conclusion…………..……………………………………………………………21 References…..……………………………………………………………………22 Appendix…………………..……………………………………………………..24
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Follow the schools code of conduct‚ encourage positive behaviour and speak fairly to any pupil who is not following the rules. *Support the Development and Effectiveness of Work Teams I always ask colleagues if there any jobs they would like me to do once I have completed my own and I am always on time and support the whole team. *Support
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a) Self -awareness: - This enables pupils to have understanding of them through learning and how they relate to others and what they are thinking and feeling. They use this skill to understand how to organise and plan their learning. When pupils are self-aware they know when and how they learn most effectively and how to take responsibility for their actions and learning. They should have an understanding on how to feel good about things they do. Pupils should be able to express a range of feelings
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TDA 3.4: Promote children and young people’s positive behaviour. 1.1 Summarise the policies and procedures of the setting relevant to promoting children and young people’s positive behaviour. All schools have policies and procedures in place for all members of staff/volunteers to follow when promoting positive behavior. The main policy relating to behavior will be the behavior policy‚ however other policies will have an impact such as anti- bullying‚ child protection and health and safety. Our
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CONTENT INTRODUCTION……………………………………………………………3 PART 1 WHAT IS THE GRAMMAR………………………………………4 1.1 The Importance of grammar………………………………………….….4 1.2 The Psychological Characteristic of Grammar Skills……………………4 1.3 The Content of Teaching grammar…………………………………….…6 PART 2 MAJOR METHODS AND PRINCIPLES …………………...…….8 1.1 A Brief Review of the Major Methods of Foreign Language Teaching.…8 1.1.1 The Grammar Translation method…………………………………..…8 1.1.2 The Direct Method……………………………………………………..9 1.1.3 The Audiolingual
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1. Explain what is meant by the ‘correspondence principle’ The correspondence principle is all the lessons that are taught to you in school but they are not directly taught. For example‚ simply through every day workings of the school‚ pupils become accustomed to accepting hierarchy and competition. 2. Suggest three criticisms that other sociologists may make of the functionalist view of the education system? Functionalists see education as a process that instils the shared values of society
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