Teaching methods thesis
Students learn in different ways as per their capabilities.
Teaching methods thesis
There are four courses including A, B, C, and D in the school and these courses aredetermined according to the academic achievement of the students. As has been said, what happens in the classroom depends on the teacher's ability to maintain students' interests. The pilot study wasconducted with 9 night D classes since the number of students in other night courses was notenough for the study. Satisfaction is one of the fundamental emotions of reflection on school events. On the other hand, the students enjoyed the most when they were taken to the computer lab or exposed to nature, especially for science. Pupils who like to learn through games are also more satisfied with the teaching process. Particular attention should be paid to the influence of information technology on teaching strategies. Implications for future research are focused on communication processes in teaching process and their correlation with the student satisfaction with the teaching process, especially on the communicative aspect of fear. Seventh grade studentsprefer debate to critical analysis of their work by teachers and other students. When students are motivated, then learning will easily take place. It is emphasized that strategies, methods and procedures are important aspects of the educational process that complement each other and intertwine. Therefore, 15 of 27 day classes D courses were chosen randomly toparticipate in the study.
The results of theirstudy indicated that regardless of their educational background, all postgraduate studentsneeded to be trained in the use of language learning strategies and the educational backgroundcan be a factor affecting the preference of language learning strategies LLS. Although we might think of other factors, however, emphasis has been geared towards the effect of teacher's teaching style and student motivation.
The preference of students to individual forms of education is not statistically significant in terms of class or gender.
Several categories affecting motivation were being presented in the questionnaire. Whereas, for secondary and tertiary levels, lectures, projects, field work, group exercises and peer teaching are the most suitable strategies to help them.
Is there a correlation between the language learning strategies used by the studentsand their academic achievement? Seeking greater insight into how children learn from the way teachers discuss and handle the lesson in the classroom and teach students the life skills they need, could be one of the greatest achievements in the teaching process.
Research on teaching methods
The teachers lose focus on their teaching strategies and they assume that the learners face difficulties because the content what needs to be taught and delivered is complicated or not of their interest, instead of realizing the fact that the teaching strategy how to teach and deliver should be more effective and as per their requirement and needs in order to generate their interest and better learning opportunity for the students. Students are most satisfied during research teaching and project work. It is always a fact that as educators, we play varied and vital roles in the classroom. Fourth grade studentsare more satisfied with the teaching process than seventh grade students. Pupils who like to learn through games are also more satisfied with the teaching process. Fourth grade students more than seventh grade students find homework interesting, useful because they learn a lot while learning, but they also express the need to abolish homework because it takes away time for free activities and playing. Teaching strategies are also related to learning styles. Getting students to work and learn in class is largely influenced in all these areas. After having consulted pedagogyinstructors and foreign language lecturers, 50 of the items were decided to be used in thestudy.
They expect that: education is interactive and spontaneous; teachers and students work together in the teaching-learning process; students learn through participation and interaction; homework is only part of the process; teaching is an active process; students are not passive learners; factual information is readily available; problem solving, creativity and critical thinking are more important; teachers should facilitate and model problem solving; students learn by being actively engaged in the process; and teachers need to be questioned and challenged.
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