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ATTITUDE STUDENTS BOOK 1

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Lyme Student’s Book 1 Pe MR Me CCL eC Attitiide Student’s Book 1 Kate Fuscoe Barbara Garside Luke Prodromou Cee ty Unit 1 Meeting and greeting Language Development Grammar Vocabulary Pronunciation Lesson 1 Hello there! Documents Similar To Attitude 1 Student's Book. Att 1 Workbook. Uploaded by. Socorro Sánchez · Attitude 5 Student's myavr.info Uploaded by. Saandy GC · Attitude Activity Book 1 - Macmillan. Uploaded by. Pronunciation. Grammar. Student 's Book Contents. Unit 1. Meetings and greetings. Lesson 1 .. challenges, and reflective activities, Attitude engages students.


Attitude Students Book 1

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Macmillan - Attitude 1 - (Student's Book, Class CDs, Workbook & Workbook CD). Author: Kate Fuscoe, Barbara Garside and Luke Prodromou Publisher. Macmillan - Attitude 3 Student's Book myavr.info [ MB] Macmillan Macmillan - Attitude Test Package Levels Full myavr.info [ MB]. Ensuring that students have a positive attitude to learning is the key to their success. Through a Attitude engages students in a learning experience that is both meaningful and relevant to their current reality. Develop with Edición: 1,

Recognize positive attitude.

Ideas from the Field

Use words like grit and perseverance see more from Duckworth and Tough Unlock the benefits of a good attitude by showing gratitude and thanking your children. Send a positive text. Model an attitude of a love for learning.

Let your kids see you enjoy reading. Ensure everyone gets an appropriate amount of sleep each night. Recognize and build upon strengths. When kids are affirmed for what they CAN do, it can help when they face something more challenging.

Set students up for success with a regular time and place to do homework. Likewise, establish guidelines for technology use. Use your phone to find information, not to socially text during homework time.

Make it easy to work hard and make sure they have tools to succeed. Digital tools are awesome and so are simple supplies. Treating others and oneself with respect changes communities and improves learning.

Encourage students to look each teacher in the eye and shake hands. Be kind to others — be the first to reach out to new kids, include others. Find the good in everyone you meet. The most popular model of cooperative learning is probably that developed by Roger and David Johnson Johnson, Johnson, Roy, and Holubec Neither of these dynamics occurs naturally. Teachers have to structure tasks to create individual accountability and group interdependence, usually by asking each group member to be responsible for a different aspect of a task.

For example, one member might be responsible for gathering information, another for organizing the information into a cohesive whole, another for orchestrating the best way to report the information, and so on. Individual accountability and positive group interdependence are also fostered by asking students to assume different interaction roles, such as facilitator, recorder, and reporter. It is these very dynamics of cooperative learning that increase the probability of acceptance among group members.

Slavin notes that this probability is heightened when teachers structure cooperative tasks so that groups are mixed in terms of ethnicity, gender, and ability. Cooperative learning is not the only way to nurture students' sense of acceptance. Based on his theories of psychotherapy, Glasser , has devised the classroom meeting, a period of thirty to forty-five minutes during which students and teachers set aside their normal academic activities to engage in nonjudgmental discussions of personal, behavioral, or academic problems in an effort to find collective solutions.

Glasser describes three types of meetings, each with a slightly different focus. In their discussion of Glasser's model, Joyce and Weil focus on the social problem-solving meeting, which is usually concerned with behavioral and social problems.

It is the group dynamic in such meetings that generates a sense of acceptance among members: The orientation of the meeting is always positive—that is, toward a solution rather than toward fault finding. Obviously, many problems do not have a single answer.

For example, in the case of coping with a bully, the solution is often in the class discussion itself Joyce and Weil , p. Feeling accepted is an important aspect of a positive learning climate. The formal and informal techniques described above can help teachers create this environment.

Comfort as described here refers to physical comfort. A student's sense of physical comfort in the classroom is affected by such factors as room temperature, the arrangement of furniture, and the amount of physical activity permitted during the school day. Researchers investigating learning styles have found that students define physical comfort in different ways Carbo, Dunn, and Dunn ; McCarthy , Some prefer a noise-free room; others prefer music in the air; some prefer a neat, clutter-free space; others feel more comfortable surrounded by their work-in-progress.

To accommodate such diversity, many learning-style theorists suggest that students work together to develop group standards for the physical environment of the classroom. For example, as a group, students can decide: How to arrange desks and other furniture. When to take breaks and what kind of breaks they will be. What to display on the bulletin boards and walls.

Presumably, allowing students to make these kinds of decisions keeps in check the teacher's natural tendency to organize the physical environment in a manner that is comfortable for her but not necessarily for her students. Another important aspect of a sense of comfort is the affective tone of the classroom. Research by Mandler and others Santostefano indicates that a positive affective tone is generally conducive to learning.

Most teachers foster a positive affective tone by capitalizing on the lighter side of instruction and even building levity into their daily routine. In retrospect, I saw that I had learned a great deal and had fun doing it.

MacMillan Attitude Starter Student's Book - 146p

Until recently, little attention has been paid to the importance of positive affect in teaching, but the clinical work of Roger Mills and his colleagues Mills ; Mills, Dunham, and Alpert has illustrated its central role in learning. Basically, Mills asserts that our affective state at any point in time colors our cognition and behavior. The highest affective state is joy or happiness, and Mills asserts that teachers should overtly attempt to bring about this state whenever possible.

Teachers who have for years used humor as a part of their instructional repertoire can take pleasure in knowing that they have been capitalizing on a basic principle of human behavior to enhance student learning. Order refers to identifiable routines and guidelines for acceptable behavior in the class.

Thanks to the research on classroom management Anderson, Evertson, and Emmer ; Emmer, Evertson, and Anderson , educators have clear directions on how to proceed. For example, we know that explicitly stated and reinforced rules and procedures create a climate conducive to learning. If students don't know the parameters of behavior in a learning situation, the psychological environment can become chaotic.

Rules and procedures are commonly established for the following: Beginning class Ending class Interruptions Instructional procedures Noninstructional procedures Grading procedures General conduct in the room or school Communication procedures. Order also refers to the perception that the learning environment is safe.

Although Maslow established the importance of a sense of safety, it was probably the work of the late Ron Edmonds that made educators most aware of the importance of a perceived sense of safety in the learning process. At a fairly global level, Edmonds noted that students must believe the school grounds are safe; that is, they must believe they can eat lunch in safety, use the lavatories in safety, walk home in safety, and so on.

Students must also believe that they won't be victimized by other students in direct or indirect ways, and that if they are, teachers will immediately intervene. Unfortunately, breaches of safety frequently go unnoticed by teachers.

When he asked students to fill out an anonymous questionnaire about their perceptions of safety, however, he discovered that some students in his class were practicing what amounted to extortion—demanding payment for protection.

In summary, teachers need to be aware that their simplest behaviors often determine whether students feel accepted—by both teachers and classmates. And they need to be aware that they can adjust the physical environment of the classroom to make students feel more comfortable. Proficient learners believe that the tasks they are asked to perform have value, that they have a fairly clear understanding of what the tasks require, and that they have the resources necessary to complete the tasks.

Teachers can use specific classroom techniques to bolster these beliefs. Of the beliefs listed above, the perceived value of tasks is probably the most important to the learner's success. Current research and theory on motivation McCombs , ; Schunk indicate that learners are most motivated when they believe the tasks they're involved in are relevant to their personal goals. Glasser and Powers hypothesize that human beings operate from a hierarchical structure of needs and goals: From this perspective, working to develop a positive mental climate, discussed in the previous section, focuses on meeting students' psychological needs.

A growing body of research indicates that when students are working on goals they themselves have set, they are more motivated and efficient, and they achieve more than they do when working to meet goals set by the teacher Hom and Murphy , Schunk This research strongly implies that if educators expect students to be motivated to succeed at classroom tasks, they must somehow link those tasks to student goals.

Some powerful ways of doing this include allowing students to structure tasks around their interests, allowing students to control specific aspects of tasks, and tapping students' natural curiosity. Overtly gearing tasks to student interests is a simple matter of knowing what students are interested in and then linking tasks to their interests. Morrow notes that within that body of research, the trend is toward identifying and capitalizing on student interests, especially within literature-based instructional approaches.

Allowing students to specify how tasks will be completed means that assigned tasks are relatively open-ended. For example, an English teacher might review the rules for using commas and then, as a practice activity, ask students to find examples of each rule in whatever kind of material they want to read.

A student interested in baseball might use the sports page. A student interested in music might use the written lyrics to popular songs, and so on.

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Capitalizing on the natural curiosity of students is another way of making tasks relevant. Human beings are naturally curious. For example, I once observed a teacher present students with some of the details of Hemingway's life before she asked them to read one of his short stories.

Specifically, she described how Hemingway had established a counterintelligence organization called the Crook Factory to deal with the influx of German spies in Cuba and the presence of submarines off its coast during World War II. Students were fascinated by the account and their enthusiasm carried over into their reading of the story. Fundamentally, if learners do not have a clear model of how a task will look when it is completed, their efforts to complete the task will often be ineffective.

Educators like Hunter have provided teachers with strong guidelines about how to make tasks and expectations about tasks clear for students. In general, the guidelines suggest that teachers provide models of completed tasks.

For example, following the Hunter guidelines, a language arts teacher who has asked students to write an essay might give students an example of a completed essay that illustrates all of the assigned criteria. Obviously, students must perceive that they have the necessary materials, time, equipment, and so on, to complete a task.

These are external resources. In fact, current research and theory in psychology indicate that learners commonly attribute success to any one of four causes Schunk ; Weiner , The first two of these, ability and effort, are key elements of motivation.

Learners who believe they have the inner resources to successfully complete a task attribute their success to effort; there is no task they consider absolutely beyond their reach. Learners who believe they are good at some things but not so good at others attribute their success to ability; they perceive themselves as incapable of success at some tasks.

In the classroom, teachers should continually reinforce the importance of effort and boost students' sense of their ability. Teachers might give powerful examples of how effort paid off in their own lives or in others'. Covington , suggests that students should occasionally receive rewards such as grades based on their efforts rather than on their successful completion of tasks.

Teachers can improve learning by planning ways to improve students' attitudes and perceptions about the classroom climate and about assigned tasks. Good teachers have always tried to foster positive attitudes and perceptions about learning. In a well-run classroom, many of the ways they do so seem to be simply a part of the natural flow of activity. But seemingly transparent behaviors are usually the result of conscious decisions, of teacher planning.

Because attitudes and perceptions do play such an important role in learning, teachers must overtly plan and carry out behaviors to ensure that they are reinforced.

To explore how a teacher might plan for reinforcing positive attitudes and perceptions, let's consider Ms. Conklin, a junior high school science teacher who has decided to develop a unit on weather. As part of preparing for the unit, she decides to write up a plan for what she will do to reinforce the first dimension of learning.

Conklin's Planning for Dimension 1 Even though she's been teaching for more than ten years, Ms. Conklin has decided to make sure that she reinforces positive attitudes and perceptions during her unit on weather.

Evaluating and Promoting Positive School Attitude in Adolescents

She was prompted to review her methods for doing this by a videotape she recently saw of herself in the classroom during her second year as a teacher. What she noticed as she watched the tape was that she used to do some very nice things in her classes that she somehow discarded over the years. For example, she noticed that she would frequently touch students on the shoulder as she walked up and down the aisles, and she remembered that this simple action seemed to create a bond between her and the students, making them feel accepted and cared for.

She decides to reinstate some of the old practices that she let lapse. Conklin begins with a planning guide that lists the two categories of attitudes and perceptions important to learning and the components of each see Figure 2. While looking over the planning guide, she realizes that she can't attend to all these components in a single unit, so she lists the ones she will emphasize and the steps she will take to do so: Help students feel accepted by the teacher. Greeting students at the door every day will help start classes on a positive note.

Help students perceive classroom tasks as valuable. Explaining how tasks might relate to students' daily lives will help students' develop a more positive attitude toward them. Conklin realizes that she must first find out what her students are interested in, but she thinks the extra effort will pay off. Help students be clear about classroom tasks.

Describing how each task might look when completed or presenting models of completed tasks will help students understand what they are trying to achieve. As Ms.First, it allows us to separate out teacher effects from class effects by including a random effect for both in our model. Comfort as described here refers to physical comfort.

When redesigning or renewing the curriculum, examine whether curriculum materials or programs have a significant component built around developing curiosity, motivation, relevance, and interest. Are teachers who are effective at raising test-score outcomes equally effective at developing positive attitudes and behaviors in class?

Turn failures into lessons—and learn from them! We used this survey to construct our three primary outcomes: Go easy on yourself. In practice, most of us need reminders on how to best implement the ideas at least, I do! Make an effort to step outside of your comfort zone At the end of each day, use the worksheet to record three positive things that happened.

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