Learner Autonomy In The Classroom How To Create A Positive Learning Atmosphere
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Learner Autonomy in the Classroom. How to Create a Positive Learning Atmosphere
Seminar paper from the year 2014 in the subject English Language and Literature Studies - Other, grade: 2.0, University of Duisburg-Essen (Anglophone Studies), course: Learner Autonomy in Practice, language: English, abstract: This paper aims at providing an analysis of learner autonomy in the classroom. It presents an examination of how a positive learning atmosphere in a language classroom can be achieved, i.e. the question “how to teach” (Brown 1994: 51) in a classroom has to be considered. First of all, some theoretical positions and beliefs in the context of learner autonomy will be depicted, especially the definition of the term ‘learner autonomy’ will be discussed. Regarding the theories, in particular task-based learning (TBL) and project-based learning (PBL), it will be examined how learner autonomy can be promoted. However, the emphasis in section 2.2 will be laid on the definition of both task types. Although there exist a variety of theories regarding learner autonomy, this paper will only focus on the two theories mentioned above. After having presented a definition of learner autonomy and focusing on learner autonomy in language learning, as well as the teacher’s role in the classroom, this paper will take a specific look at the question how a positive learning atmosphere can be achieved. Therefore, the emphasis of this paper will be laid on chapter 3, i.e. on the analysis of how a positive learning atmosphere can be created with regard to the theoretical context. Finally, it is important to establish a connection between the theoretical context and the practical application. Therefore, based on a project at the University of Essen called “Great Books to Read”, methods and strategies as well ...
Building Autonomous Learners
This edited work presents a collection of papers on motivation research in education around the globe. Pursuing a uniquely international approach, it also features selected research studies conducted in Singapore under the auspices of the Motivation in Educational Research Lab, National Institute of Education, Singapore. A total of 15 chapters include some of the latest findings on theory and practical applications alike, prepared by internationally respected researchers in the field of motivation research in education. Each author provides his/her perspective and practical strategies on how to maximize motivation in the classroom. Individual chapters focus on theoretical and practical considerations, parental involvement, teachers’ motivation, ways to create a self-motivating classroom, use of ICT, and nurturing a passion for learning. The book will appeal to several different audiences: firstly, policymakers in education, school leaders and teachers will find it a valuable resource. Secondly, it offers a helpful guide for researchers and teacher educators in pre-service and postgraduate teacher education programmes. And thirdly, parents who want to help their children pursue lifelong learning will benefit from reading this book.
Identity Safe Classrooms
This practitioner-focused guide to creating identity-safe classrooms presents four categories of core instructional practices: Child-centered teaching ; Classroom relationships ; Caring environments ; Cultivating diversity. The book presents a set of strategies that can be implemented immediately by teachers. It includes a wealth of vignettes taken from identity-safe classrooms as well as reflective exercises that can be completed by individual teachers or teacher teams.