Teaching forms a crucial element of learning

Teaching forms a crucial element of learning

Teaching forms a crucial element of learning. The concept gives reference to the management of times, resources, and other related activities, to promote learning among the students. Time forms the primary function of learning (Slavin 214). Therefore, time spent and needed to learn becomes the foremost consideration in this case. Notably, the quality of interaction and students’ perseverance defines the appropriate time for learning (Slavin 214). Other essential aspects that control the model of school learning include the right levels of instructions, incentives, among others.

The variation of knowledge, skills, motivation, and predisposition among students, when they join a school, help in grouping them to allow for achievement differences. While some students grasp concepts at a slower rate, others understand the knowledge without being taught. In this case, some teachers take the students through the learning process with the partial assumption that some students know a great deal about different concepts before the lesson (Slavin 217). However, the accommodation of differences among the students, concerning their ability and rate of acquiring knowledge still becomes the most significant challenge to teachers. I think the need for this accommodation forms the primary drive behind the emergence of politically and emotionally charged policies in the education sector (Slavin 217). However, I don’t think that the enactment of any policy serves to help with the situation. Instead, the promotion of within-class groupings, such as reading groups, forms the best option of accommodating instructions to students’ differences. Other accommodating ways include between-class ability grouping, untracking, and many others (Slavin 218). Although different forms of helping students’ differences exhibit distinctive benefits, potential problems also define their characteristics.

The initiatives by the school, community, educational agencies and the child define the success or failure in their studies. Although initial stages of learning do not serve as a measure of failure or success of a student, the background of the student influences their performance in school (Slavin 225). In this case, I think students from chaotic, aggressive, and other related experiences, tend to exhibit poor performance compared to their counterparts from renowned backgrounds. Therefore, the existence of educational programs, such as compensatory education programs, takes care of students from awkward backgrounds, such as those from low-income families. Such applications include early intervention programs, comprehensive reform school programs, after school and summer school programs, and many others (Slavin 225). Although the programs represent a milestone in students’ empowerment, they focus mainly on students from low-income families. Therefore, I think the amendment on the list of these programs is a necessity to accommodate students from other backgrounds, such as chaotic and aggressive backgrounds.

The widespread use of computers, interactive whiteboards, and others prove the use of technology in the learning process (Slavin 228). Arguably, the rise in possession of mobile phones and tablets among students confirms the insinuation of universal internet access. According to the International Society for Technology in Education (ISTE), technology also helps in providing the teachers with proper guidance in areas, such as;

• Provision of inspired and creative learning among students.
• Developing and promotion of digital-age learning experience and assessment among the students.
• Participation in professional growth and leadership.

Although the use of technology benefits students and teachers in various ways, its integration into the education system presents a lot of challenges (Slavin 239). Some of the difficulties associated with the use of technology include cyberbullying, compromised safety and security of the students, and the suitability of having cell phones in class (Slavin 239). However, I think the challenges address the juvenile status of most students, such as the potential incautious interactions on social media. Therefore, the use of the internet by teachers should never be associated with the mentioned challenges since technology forms an essential asset of administration. The aspects of technology, such as audio and video conferencing, promote learning activities in most institutions.

Works Cited

Slavin, Robert E. Educational Psychology: Theory and Practice. Pearson, 2018.