Kako scales her first set of stairs with a little motivation from Momma A )

Taylor Scales

When it comes to bathroom scales, Taylor scales are known to be the best on the market today. There are many reasons that these scales are the most popular but two of the most important include that they are accurate and durable. The Taylor Company has been around for over one hundred years so it is no surprise that their products are top of the line.

There are many different reasons that you might want to choose to have your own bathroom scale. Most people find that they are a good way to keep them on track when they are dieting or trying to eat healthier. One of the greatest features with these scales is that they measure accuracy by the tenth of the pound so when you lose one half pound you will find that you can celebrate more quickly with these scales. There are many different ways in which these scales can accurately measure the small victories that you make on a daily basis.

Some of the other reasons that the Taylor scales are so popular is that they are made with quality in mind and promise to last. Their lithium ion batteries even outlast the competition. So even with heavy usage these scales are really going to last much longer than other comparable models that are available on today’s market. This means that you are not going to have to charge or change the batteries on a regular basis.

A good Taylor scale can even be a great motivator to get healthy. This is because a good scale is going to help you to know when your hard work and efforts through diet and exercise are really paying off. So you will not worry about how well you are doing since you will know accurately the amount of weight that you are losing.

The reason most people get frustrated and quit working out is not that they are not getting results at all but rather that they have no way of measuring the results that they are getting. Since there really are changes happening in the body and it is just that there is no way to measure them these scales can help to keep people motivated when they would otherwise not be motivated. More people would find themselves wanting to be healthy if they were working out and seeing the benefits with these scales.

There are some other health advantages to using Taylor scales. These include that you might be able to measure the body fat percentage. This could encourage a healthier lifestyle through learning how to better take care of them physically.

So there are many reasons that you might want to consider Taylor scales when you are looking to add a scale to your bathroom. You will be able to figure out how to best keep track of your weight, body fat percentage and overall health with these scales. These scales are the best available and will last you for years to come.
About the Author

Are you shopping for
Taylor scales
? Then you should check out my website. You also might be interested in our other
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Teen-Motivation Needing Help!?

ιm fourteen and weigh 12 stone 8lb (168) according to my wii fit. which i hope is right because my bathroom scales weighs me as more,i’ve always been overweight and i’d like to change now i have tried before but i gave up after a week and i had lost a few pounds then.
im quite a fussy person when it comes too food,and i eat quite alot of junk..and i hardly do any exercise but i am going to try and do that more often now since i have the wii fit,but how do i get motivated to do it everyday and how do i find good healthy foods for meals since i’m use to eating junk i know fruit,water etc,what else is good interesting and healthy?

The easiest way to get motivated is to set yourself a target…see yourself where you want to be and actively work towards that change.

If your tempted by junk, simply clear it out of the house, or have a healthy substitute at the ready [i always find fruit winders/the speacial k chocolate cereal bar to be good replacements]. As for being a fussy eater, you’d be surprised what a world of options you have. I always find spices instead of salt [salt causes water retention] as a good way to make any food taste better. And get your Mum to try cooking something different, something you’ve never tasted, and approach the meal with an open mind. Often it’s just the misconception that healthy food doesnt taste as good. If you think thats what it is, then have a taste test. Sit blindfolded at a table and have someone feed you different fruits/vegetables…you’d be surprised at what you like!

The best way to lose weight is calories in must be less that calories out, so if you fancy a treat do a bit more exercise the next day in order to compensate for that. The Wii Fit is a great way to get started, but consider enrolling in a sports team. Having people around you when you exercise detracts from the focus that you are exercising, making it less strenuous and more fun!

I’d also really recommend buying the biggest loser game for wii…you can use your wii balance board and it goes through entire workouts tailor made to suit your ability, and has tips on healthy eating and managing your weight. You can buy it relatively cheapley from amazon

If You Know Nothing About Psychology: Emotions (Part 3)

Psychological Perspectives in the Modern Age

Since the 1960s, the various methods used by psychologists have changed remarkably. Now, most of them do not identify with any particular school of thought, and prefer to concetrate on a given specialty area instead. They generally use a more universal approach, drawing on ideas from a range of perspectives. What follows are some of the major perspectives that  continue to play a role in the development of psychological thought and counseling today:

Through the study of human physiology, psychology gradually evolved and became a separate science, namely biological psychology-a perspective that stresses the biological and physical aspects of man’s behavior. It is enhanced by our present-day ability to do research and come to a greater understanding of the human nervous system and brain. Using tools such as PET amd MRI Scans, scientists can now determine the psychological effects of drugs, brain damage, and disease in a way that was never possible before.

Behavioral psychology is concerned with the way in which human behavior is learned and reinforced by relevant environmental variables. Its principles are generally applied in a mental health setting as counselors and psychiatrists use different techniques to diagnose and treat a wide range of mental illnesses.

The cognitive perspective concentrates on our various mental processes including thinking, decision-making, memory and problem-solving. This approach has become increasingly popular in recent decades, due to the influence of Albert bandura, Jean Piaget, and others.

Cross-cultural researchers and psychologists study human behavior from a cultural perspective, and as a result, they have made important discoveries about the influence society and culture have on the individual’s thinking and related behavior.

Evolutionary researchers and psychologists apply the essential principles of evolution to various psychological phenomena. This approach maintains that certain mental processes have assisted humans in reproduction and survival throughout history.

Influenced by the work of Abraham Maslow, Carl Rogers, and others, the humanistic perspective emphasizes the way in which motivation can influence human thought and behavior. With this approach, the concept of self-actualization is considered to be the key, along with other basic elements.

The psycho-dynamic perspective, which began with Sigmund Freud, focuses on early childhood events, interpersonal relationships, and the unconscious mind as factors in explaining human behavior and treating those who suffer from some form of mental illness.

The goal of researchers and practitioners in the field of psychology is to comprehend and interpret human emotion, thought and behavior. Their studies are based on certain topics or problems to be solved rather than any underlying philosophy, and they freely choose among various perspectives to shed some light on their investigation. Their findings also have practical applications in many areas, including the treatment of mental illness, self-help, and performance enhancement.

About the Author

Helping Psychology is your guide to learning more about the Psychology profession and the opportunities that are available in this dynamic discipline that includes Clinical psychology degree,Forensic psychology degree and PsyD Education. Helping Psychology is sponsored by Argosy University

whats the easiest university course?

1** Positive Psychology – An introduction to theory and research pertaining to the study of positive psychology, the psychology of human strengths and coping resources. Selected topics include: happiness, living a meaningful and gratifying life, resilience, hardiness, emotional intelligence, optimism, hope, creativity and moral motivation.

LOL Intro to canadian government and politics. One word..SOCIALISM…there..you’re done!

How to Understand Your Emotions: Emotional Intelligence, Empathy, Motivations (1950)

2 Fertilizers to Grow Motivation

Motivation is something that many people consider inherent.  You either have it or you don’t.  You either have will power or you don’t.  I am a little mixed on the idea because sometimes I feel very motivated, and sometimes have just a horrific lack of motivation.  We all know that motivated people are some of the most successful people, they are the ones that everyone envies: “Oh she is just so motivated!  I wish I was that motivated!”

So how can you develop motivation?  Is it something that is truly inherent?  How do you grow motivation, can you grow motivation?

I just love taking studies that are done with children to illustrate how we are not too far removed from our childhood past.  What are the instances in your childhood that you remember having the most motivation?  My older son loves Pokemon, and while it kind of drives me crazy, I know that I can use the love of Pokemon to my advantage and leverage his love to spur his motivation.  He instantly becomes creative in ways to make money and just the other day was down the street washing the neighbor’s cars and cleaning out their ant infested refrigerator;  jobs that he normally wouldn’t have done if he didn’t see a reward at the end of the challenge.

How motivated would you have been to clean out an ant-infested refrigerator?  Would you have let it sit for weeks?  Maybe considered throwing it away?  Well, my son saw the refrigerator as a small inconvenience in his quest to purchase the “Pokemon PokeDex” instruction manual.   My neighbor, being exceptionally pleased that my son would take on such a dirty job, told me what a motivated kid I had.  But was he really?

Take for instance a study just released in TIME Magazine; A Harvard University professor decided to study 18,000 school aged children to see the effects that financially incentivizing them would do.  Roland Fryer Jr. a Professor in Economics runs an education innovation laboratory along with a staff of 17 and a budget of $6 million annually.  He recently did a large nation-wide study and used mostly private money to pay the school aged children $6.3M total.  He wanted to see if money would motivate them.  The results?  Mixed.  But surprising.

Children in Second grade were given $2 for each book that they read.  The average student earned $13.81.  The results of this study were positive and the children ended up increasing their reading comprehension drastically.

Some older students were given larger sums of money for producing good grades at the end of the report card.  The result? Mixed.  Some produced better grades, others didn’t.

One study incentivized the students on a bi-weekly basis up to $100 on three areas, attendance, participation and test scores.  These students did very well.  These students showed a drastic improvement. Kids who got paid all year long under a very elaborate scheme out-performed all of their counterparts; a whopping average of 3 months more of schooling in less time!

So the overall result?

§  Kids who got paid for better grades didn’t do better

§  Kids who got paid faster did better

Their overall findings with this study – or the 2 Fertilizers to grow your Motivation:

1.       Create rapid feedback mechanisms (paid regularly all year long)

2.      Give tasks where the students know how to control the outcome (show up to class everyday vs. “get good grades”)

So now having several examples of motivation…we can learn from this and implement this into our life.  Big Fat Audacious Goals are nice, but they are so far removed from our daily reality and it is pretty easy to let our motivation wax and wane.  They do not necessarily give us rapid feedback mechanisms nor are they black and white tasks.

If I were to tell you to go out and create a random business out of nothing, it’s unlikely that you would succeed.  It is a far too large goal and you may not know how to control the outcome (finding #2).  It may be better to have a larger goal (for the students: graduation), for you, it may be creating a business, and then create smaller do-able actions.

What smaller audacious goals can you set for yourself and make them really enticing?  I find that as I am growing different areas of my business, maybe I have a goal of launching this product or that idea.  Or I have a goal of $5,000 revenue.  All worthwhile goals, but don’t they sound much like “get good grades?”  Is it no wonder why we sometimes fail and then blame our “motivation.”

Much like planting a precious Orchid, when you plant your motivation in hopes for it to grow, you are creating the right environment.  Just planting an orchid and hoping that you can grow it in any soil just won’t do.

A self-motivated person must create the quick feedback mechanisms for their self.  This means that they get to set small accomplishable tasks along the way and implement a reward/feedback system.  I am big proponent of self reward.  On a daily basis, if you accomplish a goal do you get to run up to Starbucks for a latte?  Or after you meet your goals in a week, do you get to take a night off and go out?  Small accomplishments done frequently end up being big accomplishments over time!!

How are you planting your motivation?  How do you plan to nurture its growth

http://freedomventureproject.com

Motivation is something that many people consider inherent.  You either have it or you don’t.  You either have will power or you don’t.  I am a little mixed on the idea because sometimes I feel very motivated, and sometimes have just a horrific lack of motivation.  We all know that motivated people are some of the most successful people, they are the ones that everyone envies: “Oh she is just so motivated!  I wish I was that motivated!”

So how can you develop motivation?  Is it something that is truly inherent?  How do you grow motivation, can you grow motivation?

I just love taking studies that are done with children to illustrate how we are not too far removed from our childhood past.  What are the instances in your childhood that you remember having the most motivation?  My older son loves Pokemon, and while it kind of drives me crazy, I know that I can use the love of Pokemon to my advantage and leverage his love to spur his motivation.  He instantly becomes creative in ways to make money and just the other day was down the street washing the neighbor’s cars and cleaning out their ant infested refrigerator;  jobs that he normally wouldn’t have done if he didn’t see a reward at the end of the challenge.

How motivated would you have been to clean out an ant-infested refrigerator?  Would you have let it sit for weeks?  Maybe considered throwing it away?  Well, my son saw the refrigerator as a small inconvenience in his quest to purchase the “Pokemon PokeDex” instruction manual.   My neighbor, being exceptionally pleased that my son would take on such a dirty job, told me what a motivated kid I had.  But was he really?

Take for instance a study just released in TIME Magazine; A Harvard University professor decided to study 18,000 school aged children to see the effects that financially incentivizing them would do.  Roland Fryer Jr. a Professor in Economics runs an education innovation laboratory along with a staff of 17 and a budget of $6 million annually.  He recently did a large nation-wide study and used mostly private money to pay the school aged children $6.3M total.  He wanted to see if money would motivate them.  The results?  Mixed.  But surprising.

Children in Second grade were given $2 for each book that they read.  The average student earned $13.81.  The results of this study were positive and the children ended up increasing their reading comprehension drastically.

Some older students were given larger sums of money for producing good grades at the end of the report card.  The result? Mixed.  Some produced better grades, others didn’t.

One study incentivized the students on a bi-weekly basis up to $100 on three areas, attendance, participation and test scores.  These students did very well.  These students showed a drastic improvement. Kids who got paid all year long under a very elaborate scheme out-performed all of their counterparts; a whopping average of 3 months more of schooling in less time!

So the overall result?

§  Kids who got paid for better grades didn’t do better

§  Kids who got paid faster did better

Their overall findings with this study – or the 2 Fertilizers to grow your Motivation:

1.       Create rapid feedback mechanisms (paid regularly all year long)

2.      Give tasks where the students know how to control the outcome (show up to class everyday vs. “get good grades”)

So now having several examples of motivation…we can learn from this and implement this into our life.  Big Fat Audacious Goals are nice, but they are so far removed from our daily reality and it is pretty easy to let our motivation wax and wane.  They do not necessarily give us rapid feedback mechanisms nor are they black and white tasks.

If I were to tell you to go out and create a random business out of nothing, it’s unlikely that you would succeed.  It is a far too large goal and you may not know how to control the outcome (finding #2).  It may be better to have a larger goal (for the students: graduation), for you, it may be creating a business, and then create smaller do-able actions.

What smaller audacious goals can you set for yourself and make them really enticing?  I find that as I am growing different areas of my business, maybe I have a goal of launching this product or that idea.  Or I have a goal of $5,000 revenue.  All worthwhile goals, but don’t they sound much like “get good grades?”  Is it no wonder why we sometimes fail and then blame our “motivation.”

Much like planting a precious Orchid, when you plant your motivation in hopes for it to grow, you are creating the right environment.  Just planting an orchid and hoping that you can grow it in any soil just won’t do.

A self-motivated person must create the quick feedback mechanisms for their self.  This means that they get to set small accomplishable tasks along the way and implement a reward/feedback system.  I am big proponent of self reward.  On a daily basis, if you accomplish a goal do you get to run up to Starbucks for a latte?  Or after you meet your goals in a week, do you get to take a night off and go out?  Small accomplishments done frequently end up being big accomplishments over time!!

How are you planting your motivation?  How do you plan to nurture its growth?

About the Author

Makenzie Kelly is an entrepreneur who recently retired from a Multi-Million dollar business and gave up a 6-figure salary to have more Time and Freedom!  She blogs about the idea of Ultimate Lifestyle Design, her Entrepreneurial Experiences, and helping others along the path to finding Purposeful Time!

http://freedomventureproject.com

Makenzie Kelly is an entrepreneur who recently retired from a Multi-Million dollar business and gave up a 6-figure salary to have more Time and Freedom!  She blogs about the idea of Ultimate Lifestyle Design, her Entrepreneurial Experiences, and helping others along the path to finding Purposeful Time!

How to eliminate a feeling of laziness to study?

I’m currently a high school student, and althought I’m a relatively good student, I sometimes struggle with getting motivation to study. More than a concentration issue, sleep issue, or study area issue, I’ve realized that my issue is more about laziness to actually study. I know it is something I have to do for my education, so I was just wondering if anyone could offer me some insight on this? Thanks for the help!

I was very lazy in high school… I would tell myself that I was going to study, and then I would keep putting it off until later. Eventually, later stopped coming, and I would just brush it off altogether. Find one of those times when you aren’t doing anything important, and instead of continuing to negotiate when you’re going to study, just open your books and get crackin’.

5th CESTL High school students motivation by Gillian Blitzer Part 1

Unique Music Teaching Strategies: A Great Key to Student Motivation

Music teachers surely want their students of all ages to be highly motivated – academically, physically, intellectually and psychologically; therefore, they all need unique and interactive music teaching strategies that their students will truly enjoy. In doing so, they just have to give in much time and exert effort in improving whatever teaching strategies and methods they have in teaching music. They may have a research with just a few clicks over the net – getting into various music teacher websites that offer reliable and useful music teaching tips and resources.

Basic principles of motivation that are applicable to learning music should exist in any private music studios or music classrooms. Bear in mind that when the students are motivated, they are more likely to excel in each academic task as well as to love learning music not just as their subject but also as their passion.

The environment can be used to focus the student’s attention on what needs to be learned. Music teachers who create warm and accepting atmosphere will promote persistent effort and favorable attitudes toward learning. This music teaching strategy will be successful in children and in adults. Interesting visual aids, such as booklets, posters, or audio-visual presentations, motivate learners by capturing their attention and curiosity.

Incentives motivate learning. Incentives include privileges and receiving praise from the teacher. The instructor determines an incentive that is likely to motivate an individual at a particular time. In a general learning situation, self-motivation without rewards will not succeed. Students must find satisfaction in learning based on the understanding that the goals are useful to them or based on pure enjoyment of exploring new things.

Internal motivation is long-lasting and more self-directive than external motivation, which must be repeatedly reinforced by appreciation or concrete rewards. The use of incentives is based on the principle that learning occurs more effectively when the student experiences feelings of satisfaction.

Learning music is most effective when an individual is ready to learn, that is, when one wants to know something. Sometimes the student’s readiness to learn comes with time, and the instructor’s role is to encourage its development. If a desired change in behavior is urgent, the instructor may need to supervise directly to ensure that the desired behavior occurs. If a student is not ready to learn, he or she may not be reliable in following instructions and therefore must be supervised and have the instructions repeated again and again.

Motivation is enhanced by the way in which the instructional material is organized. In general, the best organized materials and music teaching strategies make the information meaningful to the individual – leaving a remarkable impact into their lives. One method of organization includes relating new tasks to those already known. Other ways to relay meaning are to determine whether the persons being taught understand the final outcome desired and instruct them to compare and contrast ideas.

Remember that as we, music teachers are able to motivate and encourage our learners to be at their best through unique music teaching strategies, we are also closer to inspiring them to embrace and love music at the highest level.

For more information and inputs on the latest and the most effective music teaching strategies, visit music teacher website now and see what happens next.

Learn more useful music teaching strategies; visit this website for music teachers. – Earl Marsden

Music Education Articles

About the Author

Earl Marsden started developing a passion for music at the early age of twelve. He first learned to play the guitar at thirteen, and from there he pursued the study other instruments including the violin, piano and flute. Currently, he devotes some of his spare time to writing articles about music teaching while managing his own music studio.

autonomy-supportive behaviors for teaching?

I am studying to be a teacher. I am an English major and working on my teaching certification for secondary education But I LOVE researching so while I am on summer vacation I have been researching motivation and have read a lot about teaching with an autonomy-supportive style. This means that I should listen to students wants, encourage them to think for themselves, not give extrinsic rewards because that would undermine the intrinsic motivation that I am supposed to be encouraging. I should also give the students options when it comes to lessons. I’m learning a lot and it seems interesting and like a good idea worth looking into more…BUT, I really want some examples…I mean, how do I apply this in a classroom? How can I allow the students to have choices…especially in a high school english classroom? See the following link for more info about autonomy support in the classroom http://www.oncourseworkshop.com/Motivation008.htm Thanks!

I haven’t taught high school English, but I think the most autonomy-supportive techniques might include:

1. Giving options of literature to read. A great technique is to discuss the literature and then ask the students, “Should I include this on the lesson plan next year?” I’m sure they would like to give feedback.

2. Ask the students question about the literature that relates to their lives. Reading Romeo and Juliet? Talk about relationships and love (high school is full of romantic drama!). Discussing Animal Farm? Talk about the Iraq War or human nature.

Social-Cognitive Theories of Learning

Learning Theories and Practices

Running Head: Learning Theories and Practices

Learning Theories and Practices: A Brief Synopsis

Patrick Wellert

ETC 547

Northern Arizona University

Abstract

The use of learning theories n education has been the foundation for growth and diversity within the profession. In order to assume a more active role in a student’s education one must be verse in all areas of education. The use of theories and practices such as; Behaviorism, Social and Cognitive Learning Theories, constructivism, and contructionism are just a few of the budding opportunities for teachers to better their students learning.

Introduction

            Becoming a teacher who helps students to search rather than follow is challenging and in many ways frightening. Using a lot of theories presented in this paper may be difficult and challenging but as educators it is the right thing to do. When educating it is unfortunate that most of what we seek to teach our students is of little or no interest to them. Even when the topics are of interest to students, the recommended methodologies for teaching the topics sometimes are not. Little wonder, then, why more of those magnificent moments don’t occur. (Brooks & Brooks, 93, 99).

Behaviorism

This is the foundation and basis for what we do in education. The basic beliefs and core of all theories come from this way of reasoning. This was the biggest break through in educational theories. B.F Skinner was influential in defining radical behaviorism, a philosophy codifying the basis of his school of research (named the Experimental Analysis of Behavior, or EAB.) While EAB differs from other approaches to behavioral research on numerous methodological and theoretical points, radical behaviorism departs from methodological behaviorism most notably in accepting treatment of feelings, states of mind and introspection as existent and scientifically treatable (Wikipedia.org).

This is a trial and error type of design in which people and animals were given several tests and based on their response received a positive or negative reaction.

Social Learning Theories

These beliefs are built upon the idea that people need interaction and cohesiveness amongst each other in order to learn and grow. “These beliefs suggest powerful new principles that can be, and in some cases are now being used to promote learning among children and adolescents, and even adults in formal educational settings” (Feden & Vogel, 2003).

The core beliefs behind this theory according to Nolan and Francis are:

1.      Knowledge is actively constructed by learners

2.      Prior knowledge greatly influences new learning

3.      Teachers must focus on how to help learners change their cognitive structures, rather than on their own teaching

4.      Learning is situated, and much of it is domain specific.

5.      Learning is a social endeavor more than an individual one. (Nolan and Francis 1992, 47-49)

Cognitive Learning Theories

            When studying or reviewing this theory it is important to learn one word and its definition: Introspection. “Introspection is the process we use to reflect on our own feelings and thoughts” (Feden & Vogel, 2003). Humans acquire knowledge by seeing others and then reflecting upon their behavior and even incorporating it into their own styles. It is the reason coaches have their players watch game film, the reason children are able to mimic their parents motions, and the reason we are able to learn to dance. The core of this theory can largely be attributed to Albert Bandura.

The process of this theory is largely attributed to the idea behind modeling. The chart below can help explain the idea behind modeling:

Attention

Retention

Production

Motivation

Draws attention to material from a book. Show how strike an Arc and run a bead while using Arc welding. Students place this information into their notes.

Student rehearses material practicing the welds as an individual or in small groups

Student produces a weld using Arc welding and following proper safety steps including safety equipment.

Teacher coaches and advises as students repeat attempts until desires weld is reached.

*Adaptation of Hamilton and Ghatala

Computers were being used to represent the way that humans processed information, and development of a run-able computer model of those operations seemed to be the most scientific way to operationalize them” (Jonassen, 2005). While computers are a great way to simulate a decision or a decision making process they still cannot replace the real thing. I believe that the human mind is more complicated and does not always react the same to the same problem every time.

Constructivism

“Building models requires that learners construct their own knowledge. Therefore it is important to assess the kinds and extent of knowledge construction by learners not the regurgitation of ideas previously delivered to them” (Jonassen, 2005).

The traditional methods include students reading the chapter and answering questions out of the textbook. Lectures, quizzes, and tests are all examples of items used in a traditional classroom. The disadvantage of this is that students act sort of like a holding cell for information usually remembering the required material until the test or quiz is given then release the information never to grasp it again. Students also transfer knowledge from textbook pages to worksheets in order to meet teacher objectives.

 In a constructivism classroom; students learn to build on previous experiences to better grasp knowledge, students share ideas and understanding of knowledge in group settings, students follow areas that interest them while building connections and witnessing patterns, and highlights learning by involving students into the learning process and eliminating fact driven lectures and tests. “Critical thinking skills are stable and not easily altered. The development of critical thinking emerges over time with lots of practice” (Jonassen, 2005). How does one practice this is my first thought? Are people practicing this without even knowing it? I believe that all of us are good at focusing on specific areas that we have passion for. Critical thinking can be developed and used in every aspect of our lives.

The Piaget design of constructivism can help explain the basics of beginning critical thinking skills:
1. An infant sees a cube
2. When mental and muscular functions allow the infant touches and holds the cube.
The basics of this application allows the infant to build on the non-grasping and then assimilate that into the grasping action. 

Constructionism

This theory is built upon the idea that knowledge is supplied by the learner and not the teacher (Papert, 1990). Constructionism is based on the sole idea that students will construct and gain knowledge as they do. The idea behind contructionism is not entirely new but one that is being newly discovered and used. Learning sciences research tells us that students learn much better “by doing” rather than “by listening.” This means that passive learning – the traditional lecture – is being replaced in our classrooms by more active learning activities that emphasize student problem solving, discussion, presentation and other “authentic” learning-by-doing-activities. (Day, 2004). By including students into the lesson it opens up a realm of possibilities because students can retain roughly only 10% of what they write down.

 

History of technology use in schools

Technology is the term first used with computer use in the classroom. “Technology based student projects help facilitates integrating technology and digital media into the curriculum” (Shelley et al, 2006)

There are numerous uses of technologies that have been used by teachers to include students into the classroom’s lesson. These include Interactive Whiteboards, Proximas, PowerPoint games, interactive DVDs, Ventrilo chat software, Myspace, Blackboard, and scavenger hunts. To put the uses of technology into an effective practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning (Hall, 2006). The use of the theories described in this paper is an excellent example of ways to do this.

Summary

While technology and its uses become more popular it is important that the basics of learning especially the theories and practices are not forgotten. The master teacher needs to continue searching for ways to include technology into the lesson and not just give a lesson on

technology. This would serve as a major injustice to students. The foundation of education and

new theories must all be incorporated together to better the overall experience of education

Works Cited

Behaviorism (2008, November 7). In Wikipedia, the free encyclopedia. Retrieved November 8, 2008, from http://en.wikipedia.org/wiki/Behaviorism

Brooks, J. G., & Brooks, M. G. (1993, 1999). In search of understanding: The case for

            Constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum

Day, J. (2004). Enhancing the classroom learning experience with web lectures. Retrieved May 31, 2008 from http://smartech.gatech.edu/dspace/handle/1853/65

Hall, B. (2008, March 4). Explorations in learning. Message posted to Student Centered Learning, archived at http://secondlanguagewriting.com/explorations/Archives/2006/Jul/Studentcent
eredLearning.html

Hamilton, R. and Ghatala, E. (1994). Learning and instruction. Boston: Mcgraw-Hill.

Jonassen, D. H. (2005). Modeling with technology: Mindtools for conceptual change (3rd. Ed.). Prentice Hall. ISBN: 0131703455. pg 29, 34

Methods of Teaching: Applying Cognitive Science to Promote Student Learning. Preston D.

            Feden & Robert M. Vogel. McGraw Hill, 2003. ISBN 0-07-230514-2.

Nolan, J., and Francis, P. (1992). Changing Perspectives in curriculum and instruction.

In C. Glickman (Ed.), Supervision in transition: The 1992 yearbook of association for supervision and curriculum development. VA: ASCD.

Papert, S. (1990). Introduction by Seymour Papert. In I. Harel (Ed.), Constructionist learning.

            Boston: MIT Laboratory.

Shelly, G. B., Cashman, T. J., Gunter, G. A., & Gunter,  R. E. (2006) Integrating Technology and

            Digital Media into the Classroom (4th Ed.). Thompson Course Technology pg 417.

About the Author

Employee Motivation?

1. “The cognitive evaluation theory is contradictory to reinforcement and expectancy theories.” Do you agree or disagree?

I agree on point one…

2. Yes, I have seen employees get so worked up on making sure they’re “on task” they end up micromanaging themselves to the point where the loose focus on the main objectives.

Health Care Job Q&A

10 POiiNTS- Are in that any strength or physical recommendation for nurses? if yes, what are they ?
i’m doing a paper on nursing. 10 points to the best thorough answer. Gracias. x333

A devout university for becoming a pharmacist.?
I am currently a sophomore in public high academy. I have made up my mind that I want to be a pharmacist when I am older. My grades within my freshman year weren’t that good, mostly c’s. Now in my sophomore year I enjoy gotten nothing but A’s. What is a good university I can turn to to become a pharmacist. Are there other steps in the process I hold to do. I know there are, but I can’t remember. I am very educated in pharmacology, biochemistry, and biology for my age. What things should I do to make sure I obtain in the college you’re suggesting. Any help would be appreciated.

A Doctor or a nurse?
Which do you think would be a better profession for me? I love to help others and my lifetime dream is to help over one million people back i leave this earth. I’m a Christian, and i rob Hebrews 13:16 seriously (Don’t forget to do good, and to share what you have next to thoughs in need, for such sacrifice are very pleasing to God) I love to travel, and I would love to be able to shift all over the world and help population in need physically, mentally, and spiritually. But at one and the same time, I’d love to be home for the holidays and raise a family. I’d want to know how to attend at least some of the events of my kids at school. I’m seventeen as of know, and I love the cheeriness of caring for the sick, but i also like the personal relationship…you know? I don’t want to only just hand them a prescription, but i want to know their fears and about their family. That would be wonderful. But, I’d also want an okay living. Doctor or Nurse? Please say why and explain in detail.

A doctor who can answer this…?
I am majoring in Nursing but I want to be a doctor… I am going to become a Nurse Practioner can I become a Pediatrician and still go through Nursing conservatory… or should I change my major to Biology and turn ahead and go to Medical School? Also when I become a Nurse Practioner Can I like speacialize contained by a particular area of interest close to Pediatrics?

A examine nearly quitting a horriable post?
At my job which i have be at for 3 years recently a new supervisor have really had it out for me and i am unsure why. She is always watching me and claiming I am taking excessive breaks (when i scarcely have time to even take a break!) and accusing me of man rude to her (when i rarely speak to her). I finally had to put surrounded by my 2 weeks notice because i can not deal near her harssment any more. I over heard her saying she be going to fire me on monday (this was after i put in my 2 weeks notice) and I am wondering what would take place if i just did not show up on monday? i dont want to be there and enjoy to deal with her ever again so if i purely call in for the remaining days that i enjoy to work there what is likely to transpire?

A few nurse question.?
What is the difference between a LPN nurse, RN nurse, BSN nurse besides how long you have to take for it. And what does it steal to become a nurse? Like what classes you take?

A flawless mission contained by the vigour exactness corral?
What is a good well paying trade in the health area that does not involve medical school?

A free place to chat beside registered nurses/ nurse manger?
Is there a place where i can chat online next to a registered nurse or a nurse manager? if so is it free? i have to own a live interview with a registerd nurse or a nurse manager so i can do my reserach rag. thank youu (:

A friend who signed a contact to be a travel nurse contained by Canada and dosent want to stir what can she do?
my friend signed a contract to go to work in Canada as a Nurse and immediately she dosent want to go she says she cant go and get out of it unless she becomes ill or home does. and if she just dosent go etc they can put restrictions on her nursing lic. is this true? any thinking on how to get around all this? HELP!

A grill for adjectives nurses?
im 16 and im choosing which degree do to a nd which university etc. I decided I would close to to do a bsc in childrens nursing as this has other interested me. I have 11 gcse’s 3b’s and the rest a and a*’s i am now doing 4 as’s and will enjoy 3 a levels, 2 of which will be sciences. is a bsc in nursing my best risk? what specific jobs do nurses do? thanks

A grill for Registered Nurses?
What is the best thing about person a RN? Is it worth while spending all of that money and time for your career? what is the worst entry that has happened to you on the undertaking? I need info, i’m getting out of the Army after 4 years in it and going into nursing I freshly want to know if it’s a good field to stir into. thanks much in mortgage..:)

A grill for starting out within nursing…?
im a 27 year old male. next to no wife, no kids. i was considering going into the nursing program. i heard they own overseas jobs that pay 150,000 a year. have anyone ever done this? or know any information on this? and what are you experiences in nursing? is it worth it?

A job contained by the medical feild working next to babies?
That makes good money. I have need of names of job titles?

A labor federation is attempting to make plans for the nurses at your hospital; do you support this why or why not? ?
Is it a good or bad point?

A legitimate medical ask?
Ok I am really paranoid. I think people are out for me, I perceive at any moment someone is going to do me major harm(Shoot stab ETC). Is there medication for this, what should I do marijuana make it a little better. and second part fo quiz. i am on anxiety medications prozac and xlonopin is it ok to smoke weed with these meds?

A lot of relations voice its sturdy to become an RN, why exactly is it concrete
is it the classes, the tests?

A NURSE? or a PHYSICAL THERAPIST?
please describe both profession and say each of their pros and cons (include foot, demand, time, etc). I’m choosing a career so I want as much info as possible. appreciation. =)

A nursing Dilemma?
Okay Im 20 years old have worked as a CNA for 4 years and am getting equipped to go back to conservatory for my LPN. And after that I want to get some exp. as just an LPN and afterwards go ahead and persue my RN. Then Eventually my BSN then possibly nurse practitioner. My question is , my Lpn stuff is gonna take nearly a year then how much time, Say I go straight to the RN program (if I do, and would this be a better choice later getting exp. in the LPN stuff?) how much of my LPN credits would go towards my RN or is this dependent on the academy and also are the LPN to RN courses shorter if I do it that way? and how much schooling am I looking at if I go adjectives the way up to Nurse prac.? if you don’t want to answer all my question (I’ll understand) could you please point me in the direction of a website that will? lol thank you. also is anyone currently enrolled or lately graduated from an LPN program and could you tell me what Im surrounded by for and what to expect regarding the difference from being a cna or RN

A Pharmacist’s Salary?
How much can a person make a year on average human being a pharmacist working in a hospital and working in a city approaching green bay, wisconsin?

A press for nurses and/or those that are surrounded by nursing academy..?
did your professors constantly try to put you and your classmates down and belittle you while they teach the class? I ask this questoin b/c i’m a nursing student and all these professors do is discourage individuals and threaten to go amiss students from the first day of class and say rude things through out the semester resembling you’ll never be a nurse, i hold your future in my hand and i will make sure of it and stuff like that..i don’t infer its right and it really does a number on the mental well beings of individuals including myself any advice on how to of late get over their negativity? thank you =)

A press going on for man a nurse?
I am thinking about pursuing a career contained by nursing, but Im not too enthusiastic about working with outdated people. I would rather work next to children or in labor and delivery. When you become a nurse do you enjoy a choice or do you have to go next to where they put you? How long do you have to be surrounded by nursing school?

A profession within psychiatric nursing?
I have just completed my first year of college near a focus on psychology at central michigan university. I have a 3.6 GPA. I own been working at a nursing home this summer and really enjoy it. I am very soon curious about psychiatric nursing. CMU does not have a nursing program, but I would really approaching to continue to be enrolled and graduate from this college. Would it be wrong to attain a bachelors in psychology here? Does anyone know of a good nursing program or institution? Does anyone have any experience in this splash of work which they would like to comment on? Thank you Lindsay

A Question For A Registered Nurse..?
what does the nursing license actually look like and what will i be expecting contained by the mail?

A request for information for RN’s and LPN’s?
In your opinion what is the real difference within type of work between the two. I do not want a textbook answer. I already know that RN’s get paid more, because they enjoy a degree, while LPN’s have a license. I freshly need to know in your current chore. What do you do that the other does not do or know how to do , and vice versa. And would you recommend being an LPN before RN or skip the LPN althogether. Thank You.

A site near within depth descriptions on job, medical surrounded by faddy?
Looking for a site, that gives you a lot of information more or less jobs, description of what they do, schooling needed, salaries, height of demand, reason i entail to know, is cause imma be goin to college soon, an i needa know what i gotta do to become what i want, prbly some kind of doctor, im a straight lace student, yknow, that annoying over achiever that “have work to do all the time” thats me, im a straight-lace student, A’s across the board except for 1 or 2 classes. People tell me i should be a politician, apparently because im a accurate orator. Im a senior, people hire me to be a sensitive of lobbyist you can say, i get rewarded $75-$150 to give speeches in my city, but how would that work surrounded by the world of politics, need the site first tho

A sound out for nurses/nursing students roughly speaking conservatory!?
I am attending a local community college, and will graduate this spring with an Associate in Arts college verbs degree. I have established that I want to become an RN. So, there are two options. One of which I could enroll into the community college ADN program, which is significantly competitive, but I have basically adjectives of the classes needed for the point count. My other option would be to try to get into the local university’s BSN program. I do not own all of the university’s prereq’s though. They also require that you are to be a certified CNA to enroll. I have be going to school full-time all while one a single mother to a two year old. I get facilitate from my mom, and have taken a lot of online courses. I will own 64 hours of transferable credit at the end of the year. From all of the posts I hold read ADN graduates and BSN graduates spawn the same wages, but have a harder time getting proprietor type positions which pay higher salary. I am lost.. SOMEONE HELP ME! lol Thanks

A strictness worker directing traffic?
I work with autistic adults. One of my clients sometimes lies down in the street, and can even roll over near her head and shoulders onto the road. Today at my health and sanctuary training I was told not to try and lift her out of the road as I may hurt my vertebrae or be attacked by her, or make her physically uncomfortable while she be being lifted but to stand within the middle of the road and tell the traffic to stop and wait for the client to stand up herself. This purely seems like mental illness to me. This girl can lie down for 20 minutes sometimes, and I live in a city where on earth people drive really badly.She is also slightly small and easy to move. What do you think?

A tour next to my potential rmployer tomorrow, what should i do?
I have been wanting to obtain a job at a hospital for a long time. Last time I applied, I didn’t get it. I hold requested a tour of the hospital. I contacted the department head and he agreed to give me a tour himself tomorrow. I am thinking this is a great opportunity for me to carry to know him and for him to know me. I do plan on applying for the position again soon. My question is, how do I impress him? Should I dress professionally for the tour or should I dress casually? Should I prepare question to ask, and if yes, what should I ask? Anything else– dos and don’ts ? I will appreciate any pointers and advice. Thank you!

A trade as a eye doctor?
I was thinking about getting into man a eye doctor. Had a quick question a short time ago regarding how many years of college I would have to go and what university are good?

A trade within medication?
I’ve always wanted to be a doctor, and really want to give support to people and make a difference, but over olden times few months i’ve being having doubts becuase my mom said she doesnt have an idea that i’ll get good adequate grades to get in (i want AAB at least, just done my AS level, not sure how well i did), and she says she cant see me one a doctor, and im not motivated. So firstly, how do i show her that i am passionate about a work in medicine? Also, she is a nurse, and say that i won’t feel appreciated and won’t feel similar to i’m making a difference as a doctor, becuase not many patients will appreciaite it, so if i want to do that i should be a nurse, but i would like some more opinion on this please? I did look at doing engineering, but im not as a passionate about that- I can’t see myself doing anything except medicine or nursing! So just want your opinion on things really- what is it really like as a doctor/nurse? It sounds corny, but i wana change things, and breed a difference!

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About the Author

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#406 Your Driving Ambition – Boaz Power TV

Become a Certified Yoga Teacher – Do You Have a Passion for Your Job?

Among Yoga teachers, there is a common thread, which we may refer to as a “calling” toward teaching classes. A passion stirs inside each one of us to become a yoga teacher because we see how much the Yogic path has helped us personally. We see what a difference Yoga can make in any person’s life.

Let’s consider what factors motivate people to go to work. We might be able to boil these prime motivations down into three groups. The desire for money, status, and passion, are the three basic reasons why people go work. Usually, most people receive one, or two, of the three prime motivators by going to work.

Many people go to work for a pay check, to bring money home for their families. There is nothing wrong with this because many people scratch out an income to survive. We could consider employment to be a 21st century survival tactic, but while the cost of living goes up, wages are not guaranteed to increase.

Some people go to work for their status. For example: A person works very hard, for years, to become a branch, regional, or department manager. Unfortunately, status, and prestige, can disappear in an instant, if our job is suddenly considered non-essential.

Now, ask yourself, “How many people are going to a job, where they are making a big difference in other people’s lives?” How often do you meet anyone who really loves their occupation? How many people wake up, filled with excitement about the day ahead of them?

The sad truth is – very few people feel satisfaction, self-worth, or enthusiasm about their occupation. On top of this, some companies make a calculated decision to fire a non-essential employee, just to put fear into the hearts of the remaining workers, and re-distribute that work among the rest.

Although the work climate has changed over the past two decades, all of us can still make a difference. Observe the work that you have a real passion for, and make a plan to succeed in that direction. For some of us, it may be as simple as taking a Yoga instructor certification course, but it is best to take small steps in a direction that is calling you.

If you are considering Yoga teaching certification, you may want to research your options for study. Can you afford to take four weeks off from work? Will your employer understand your reasons? Online Yoga teacher training is self-paced and you can easily study at home.

Copyright 2008 – Paul Jerard / Aura Publications

About the Author

Paul Jerard, E-RYT 500, is a co-owner and the director of Yoga teacher training at: Aura Wellness Center in, Attleboro, MA. He is an author of many books on the subject of Yoga and has been a certified Master Yoga teacher since 1995.

http://www.yoga-teacher-training.org/member-offer.html

My life seems to have hit rock bottom?

I am a 56 year old maths teacher. I have been teaching at my current school close to 30 years and have seen a depressing slope in the moral standards of both the teachers and the students.
I no longer gain any satisfaction from my job and I feel that my students, despite being at a vital point in their educations. They are rude, disrespectful and bone-idle. I find myself losing my temper with them constantly and have absolutely no connection with them.

Stop being so rude and fesicious.

Students Talk Through MyVoice Survey

Paying Surveys To Earn Money

The world of education is changing rapidly with people opting to choose to complete their education or take up new courses at different phases of their lives. As traditional careers cease to grow in employment creation, new industries with niche talent demands are sprouting up. This makes it important for those in the business of education to know what students are looking for in terms of course curriculum and the necessary tie ups that the universities have to enter. Paying surveys targeting specific customer groups are an effective way to gather relevant information for curriculum design and training.

Cover New Subjects

Manufacturing industries are growing at a decreasing rate. The existing workforce will remain for some time to come and new employment is generated at a slow rate. Service industry with its demands of technical and high interpersonal skills is growing at a rapid pace. Paying surveys bring out the type of subjects that the students are expecting to undergo. For instance, a chef who is expecting a future career at an international level will look to undergo an orientation to different cultures. Accountants who aspire to join multinational companies must know the behaviours and attitudes that an international work experience will demand.

Identify Interests

Students of design who are interested in learning folk art may be interested in learning new languages. Those who look to teach languages may need to know different local languages in order to communicate with the local student base. A teacher who plans to teach English in China will be interested in knowing the local verbiage of use in towns. Paying surveys may bring out the need for universities to enter into associations with other teaching outfits to provide faculty to take care of student preference. These associations lead the best students for the subject to flock to the university that designs its curriculum with current requirements in mind.

New Study Options

Students who want to learn a blend of subjects may choose to join a distant learning program that also gives an opportunity to interaction with the classroom through a web facility. Alternately, local students who are invited for interactive learning sessions on a regular basis may find their motivation remains high and their doubts cleared with the sessions. Paying surveys highlight the changing options that students prefer to use. Education is a globally competitive field that demands universities to consider student comfort by being competitive and also provide superior facilities and faculty.

New Student Types

Married with children to manage, single parents, night or day working singles and couples are just some of the new types of students as people take on family responsibility at a young age. The pressure of managing a family and wanting to hone skills or move up the career ladder can make an education program stressful for the student breed. Paying surveys have the advantage of bringing out honest inputs about the need for staggered payment schedules and increased faculty student interaction. Separate sessions for clearing doubts and helping students to reach a certain level of understanding may be the requirement.

About the Author

Next, if you are a student with specific requirements on your wish list, log on to http://www.makefreepaidonlinesurveysmoney.com to find out more about Get Paid Online Surveys that give voice to your needs.

Statistics?

The Survey of Study Habits and Attitudes (SSHA) is a psychologica test that measures the motivation, attitude toward school, and study habits of students. Scores range from 0 to 200. The mean score for U.S. college students is about 115, and the standard deviation is about 30. A teacher who suspects that older students have better attitudes toward school gives the SSHA to 25 students who are at least 30 years of age Their mean score is VARx=132.2.

H0:μ=115
Ha:μ>115
z= (xbar -115)/[30/sqrt(25)]
z= (132.2-115)/6 [ you probably slipped up. It cannot be VARx=132.2; It is the sample mean]
standard error of mean = 30/sqrt(25)=6
z=0.573/6=2.87
P( z > 2.87) = 0.0021 is the P-value.

Assuming a 5 % level of significance, the critical value from the Normal table is 1.64. Since 2.87 > 1.64, we reject the hypothesis that μ=115 and conclude that .
μ >115 .

b) Assumption of Normal distribution (most important) for scores of U.S. college students. That the sample is a random sample.

JCCC Board of Trustees Meeting 3-26-09

A Quantitative Study of the Interaction Between the Learning Situation and the Proficiency of Efl Learners in Their Productive Skills

Introduction

The learning situation or the classroom essentially plays a momentous role in the learning of the foreign language since the learner has no access to the target language beyond the classroom door (Brown 2001). That is, it is the classroom where the foreign language (FL) learner receives the input from the teacher, practises the target language skills with the teacher and the fellow learners and shows his/her performance in the language before his/her teacher and classmates.

Gardner (1985a) notes that for the FL learner the language classroom might be the only place in which the learner encounters the target language and the teacher might be the prime user of the language. He then maintains – ‘consequently, the course and the teacher can become closely associated with the language material, and attitudes toward them could thus become highly influential’ (1985a: 7). He accordingly predicts that where learner reaction to the learning situation is positive, other factors being equal, the learner will have a pleasant experience with the target language and will be encouraged to continue. Besides, Haque (1989), Gordon (1980) and Naiman et al. (1978) reveal significantly positive associations between indices of learner attitudes towards the teacher and the language course and proficiency in the target language.

Moreover, as a teacher of the English language, I have had the opportunity to observe that there is some degree of interaction between the factors of the learning situation – the teacher, the course, the fellow learners and the prevailing atmosphere – and the proficiency of the learner of English as a foreign language (EFL), especially in his/her productive skills – writing and speaking.

However, the findings of the studies conducted by Maniruzzaman (1998), Parkinson and Howell-Richardson (1990), Kleinmann (1978) and Chastain (1975) are found to be inconsistent with those of the investigations carried out by Haque (1989), Gordon (1980) and Naiman et al. (1978).

Hence, the present study was designed to examine the interaction between the learning situation and the proficiency of Bengali-speaking EFL learners in their writing and speaking skills. To carry out the investigation, three hypotheses were formulated:

H1. The learner’s classroom anxiety would have significantly negative impact on his/her proficiency in writing and speaking.

H2. The learner’s attitudes towards his/her teacher would have significantly positive relations to his/her proficiency in writing and speaking.

H3. The learner’s attitudes towards the language course would have significantly positive associations with his/her proficiency in writing and speaking.

Method

Subjects

This study was conducted with 41 tertiary level students – 25 males and 16 females – learning the English language in the Language Centre at Jahangirnagar University. Though the subjects were from the different departments of Jahangirnagar University, they possessed some features in common – belonging to a similar age group, already having twelve years of formal instruction in EFL at the rate of about four hours every week and studying throughout in the Bengali medium.

Instrumentation

To test the hypotheses of the present study, three major predictor variables were determined – EFL classroom anxiety, attitudes towards the teacher and attitudes towards the course. The major criterion variables in the study were the subjects’ scores on a structure test, a vocabulary test, a composition test and a speaking test.

To ascertain the subjects’ association with the learning situation consisting of classroom anxiety and attitudes towards the teacher and the course, a questionnaire was modelled on the relevant items of the Attitude/Motivation Test Battery originally developed by Gardner (1985b) and next modified by Maniruzzaman (1998). The questionnaire has four parts:

Part-I following “General instructions” has some levels that elicited information from the learners about their names, roll nos., etc.

Part-II consists of ten items using the Likert Scale (1932). It measured the subjects’ discomfort and tension while participating in the EFL class. A high score on this test (maximum = 70) reflected a subject’s anxiety in the classroom.

Part-III has four subtests related to the attitudes of the subjects towards their teacher:

i) English Teacher Evaluation. The ratings on ten evaluative scales were summed to reflect the subjects’ general evaluative reaction to their teacher. The items were scored in the direction indicated below such that a high score (maximum = 70) indicated a positive evaluation. The scales are– friendly-unfriendly, unreliable-reliable, inconsiderate-considerate, good-bad, pleasant-unpleasant, efficient-inefficient, polite-impolite, insincere-sincere, dependable-undependable, and cheerful-cheerless.

ii) English Teacher Rapport. Teacher-learner rapport was measured by five scales keyed in the “rapport” direction – trusting-suspicious, insensitive-sensitive, unapproachable-approachable, impatient-patient, and disinterested-interested. The higher the score (maximum = 35) was on this measure, the greater the perceived rapport and warmth of the teacher would be.

iii) English Teacher Competence. The subjects’ perception of the teacher’s competence was measured by five scales – organized-disorganized, industrious-unindustrious, unintelligent-intelligent, incapable-capable, and competent-incompetent. A high score (maximum =35) was perceived as indicating that the subjects rated the teacher competent.

iv) English Teacher Inspiration. On this five item test – colourful-colourless, unimaginative-imaginative, exciting-dull, tedious-fascinating, and interesting-boring, the subjects rated the extent to which they felt that their teacher inspired them to learn EFL. High scores (maximum =35) indicated high levels of inspiration and interest.

Part-IV is composed of four subtests concerned with the subjects’ attitudes towards their course:

i) English Course Evaluation. The learners’ general evaluation of their course was assessed with ten items scored such that the higher the score (maximum =70), the more positive the evaluation. The items are good-bad, disagreeable-agreeable, pleasurable-painful, satisfying-unsatisfying, awful-nice, pleasant-unpleasant, enjoyable-unenjoyable, unrewarding-rewarding, worthless-valuable, and appealing-unappealing keyed positively.

ii) English Course Difficulty. Ratings on five scales – simple-complicated, elementary-complex, effortless-hard, clear-confusing, and difficult-easy – were summed to provide an estimate of the perceived difficulty of the course. A high score (maximum = 35) indicated that the course was easy while a low score indicated that the course was difficult.

iii) English Course Utility. This subtest comprises five scales – educational-noneducational, meaningful-meaningless, necessary-unnecessary, useless-useful, and unimportant-important. A high score (maximum = 35) was associated with a high level of perceived utility of the course.

iv) English Course Interest. Five scales – fascinating-tedious, monotonous-absorbing, interesting-boring, exciting-dull, and colourful-colourless – were summed such that the higher the score (maximum = 35) the more interest the subjects had in the course.

Both Part-III and Part-IV were assessed by means of a Semantic Differential Format postulated by Osgood et al. (1957).

This investigation also required an assessment of the proficiency of the subjects in their writing and speaking skills. The proficiency of each of the subjects was ascertained by a four-part test reflecting the objectives of the syllabus of the course they were taking. The proficiency test used in this study was constructed by the present researcher and validated and standardized on samples of students participating in the same course earlier. That is, the test had sufficient validity, reliability and practicality. The four parts of the test are as follows:

Part-I being constituted of Structure Test-I and Structure Test-II has 30 multiple choice items covering the structures the students at the tertiary level are supposed to have mastered. In this measure, the objective test format was used, and an effort was made to put the test items in the context of a short narrative cum conversation so that language in use would, as mach as possible, be tried out.

Part-II embodies Vocabulary Test having 20 multiple choice items. This test was designed to show the range of vocabulary the learners at the tertiary level had mastered. The vocabulary items in the measure were selected on the basis of the assumption that the subjects had already learned them.

Part-III includes Composition Test designed to assess the subjects’ linguistic competence in organizing and presenting relevant ideas in writing. Controlled compositions are error-provoking while free compositions are error-avoiding. In this investigation, spontaneous prediction procedure was followed, and the subjects were asked to write a free composition on any one of the topics – “Your future plan”, “Importance of English” and “Family life”.

Part-IV is made up of three types of speaking tests. Speaking Test-I was used to determine the subjects’ ability to express different attitudes, feelings and emotions. Speaking Test-II and Speaking Test-III were exploited to ascertain the subjects’ competence in communicating in real life situations.

Data collection and analysis

The questionnaire for tapping the subjects’ association with the learning situation was translated into Bengali so that the subjects could overcome the difficulties caused by the English version. After an explanation of the purposes of the study and preliminary instructions, the questionnaire was administered. The different parts of the proficiency test were given at different times as normal class tests.

The data collected by using the questionnaire and the proficiency test were first scored by hand. Total scores were then computed on each of the subtests for each individual subject. The analysis of the data taken from those subjects who had responded to both the questionnaire and the proficiency test was performed by using the Pearson’s product-moment correlation coefficients available in the SPSSX (Statistical Packages for the Social Sciences) programme module. The level of significance set for the statistical tests in this research was at the *p<.01 level.>

Findings and interpretations

Three hypotheses related to the interaction between the learning situation and the proficiency of the subjects in their writing and speaking skills were formulated to interpret the findings of the statistical analysis of the data.

H1. The learner’s classroom anxiety would have significantly negative impact on his/her proficiency in writing and speaking.

To test the hypothesis, a Pearson’s product-moment correlation was computed between classroom anxiety and the dependent variables. The Pearson’s product-moment correlation coefficients have been shown in Table 1:

Table1: Pearson’s product-moment correlation coefficients computed between classroom anxiety and the measures of proficiency in writing and speaking:

Predictor Variable Pearson’s product-moment correlation coefficients (r)

Structure

Test

Vocabulary

Test Composition

Test Speaking

Test

Classroom Anxiety -.44**

-.46** -.42** -.49**

N = 41 Level of Significance *p<.01>

**p<.001>

According to the finding displayed in Table 1, Classroom Anxiety had negative associations with Structure Test r being -.44, Vocabulary Test r being -.46, Composition Test r being -.42, and Speaking Test r being -.49. All the correlations were significant at p<.001 level. hence the hypothesis learner classroom anxiety would have significantly negative impact on his proficiency in writing and speaking was accepted.>

This finding discloses that the subject having a greater amount of classroom anxiety had less proficiency in their writing and speaking skills, and is consistent with those of the studies conducted by Bailey (1983), Horwitz (1986), Trylong (1987), Haque (1989) and Walker (1997). The result also lends support to Krashen’s (1981, 1982 and 1985) postulate that as a mental block anxiety resists learning. It, moreover, corroborates the argument that ‘studies have consistently shown that anxiety is one of the best predictors of success in the second language’ (MacIntyre and Gardner 1991: 96). Nonetheless, the present finding contradicts those of the investigations carried out by Chastain (1975), Kleinmann (1978), Parkinson and Howell-Richardson (1990) and Maniruzzaman (1998).

The current finding may be attributed to a number of factors commonly found in the foreign language classroom in Bangladesh: mostly untrained teachers, the teacher-dominated classroom atmosphere, problems with the selection and grading of the teaching/learning items, irrelevant and inadequate materials, the deductive teaching process, insufficient involvement of the learner, the defective testing system and little use of modern equipment. These factors compel the learner to have a phobia about achieving the target language skills as well as showing optimal performance in the productive skills.

H2. The learner’s attitudes towards his/her teacher would have significantly positive relations to his/her proficiency in writing and speaking.

To examine the hypothesis, a Pearson’s product-moment correlation coefficient was run on the independent variable related to the teacher and the dependent variables. The Pearson’s product-moment correlation coefficients have been demonstrated in Table 2:

Table2: Pearson’s product-moment correlation coefficients computed between the variables related to the teacher and the measures of proficiency in writing and speaking:

Predictor Variable s Pearson’s product-moment correlation coefficients (r)

Structure

Test

Vocabulary

Test Composition

Test Speaking

Test

English Teacher Evaluation .35**

.30**

.29**

.36**

English Teacher Rapport

.32**

.31**

.30**

.33**

English Teacher Competence

.36**

.34**

.28**

.36**

English Teacher Inspiration

.32**

.35**

.31**

.31**

N = 41 Level of Significance *p<.01>

**p<.001>

As shown in Table 2, English Teacher Evaluation, English Teacher Rapport, English Teacher Competence and English Teacher Inspiration had significantly positive correlations with Structure Test r being .35, .32, .36 and .32 respectively, with Vocabulary Test r being .30, .31, .34 and .35 respectively, with Composition Test r being .29, .30, .28 and .31, and with Speaking test r being .36, .33, .36 and .31 respectively. Therefore, the hypothesis that the learner’s attitudes towards his/her teacher would have significantly positive relations to his/her proficiency in writing and speaking is deemed to have been accepted.

The finding can be supported by the conclusions drawn by Neidt and Hedlund (1967), Burstall (1970), Gordon (1980) and Haque (1989). Neidt and Hedlund (1967) in a study among the students of German at the University of California, Burstall (1970) in an experiment with some students in Britain, Gordon (1980) in an investigation with Belizean ESL students, and Haque (1989) in a study with the ninth grade students of Dhaka city revealed significant and positive associations between the measures of the subjects’ attitudes towards the teacher and their proficiency in the different skills of the target language.

The present result that the learner’s attitudes towards the teacher significantly predict his/her proficiency in EFL may be explained by pointing to the fact that the teacher is the only person who provides the learner with the input, with whom the learner practises the skills of the target language, and whom the learner mainly shows his/her performance in the productive skills.

H3. The learner’s attitudes towards the language course would have significantly positive associations with his/her proficiency in writing and speaking.

To try out the hypothesis, a Pearson’s product-moment correlation coefficient was run on the independent variables concerned with the course and the dependent variables. The Pearson’s product-moment correlation coefficients have been exhibited in Table 3:

Table3: Pearson’s product-moment correlation coefficients computed between the variables concerned with the course and the measures of proficiency in writing and speaking:

Predictor Variable s Pearson’s product-moment correlation coefficients (r)

Structure

Test

Vocabulary

Test Composition

Test Speaking

Test

English Course Evaluation .30**

.30**

.29**

.36**

English Course Difficulty

.12

.13

.10

.12

English Course Utility

.31**

.33**

.32**

.33**

English Course Interest

.36**

.33**

.32**

.35**

N = 41 Level of Significance *p<.01>

**p<.001>

The correlation coefficients presented in Table 3 disclose that English Course Evaluation was significantly positively correlated with Structure Test, Vocabulary Test, Composition Test and Speaking Test r being .30, .30, .29 and .36 respectively. English Course Difficulty was insignificantly positively associated with Structure Test, Vocabulary Test, Composition Test and Speaking Test r being .12, .13, .10 and .12 respectively. English Course Utility had significantly positive correlations with Structure Test, Vocabulary Test, Composition Test and Speaking Test r being .31, .33, .32 and .33 respectively. Finally, English Course Interest was also significantly positively correlated with Structure Test, Vocabulary Test, Composition Test and Speaking Test r being .36, .33, .32 and .35 respectively. Thus, the hypothesis that the learner’s attitudes towards the language course would have significantly positive associations with his/her proficiency in writing and speaking may be thought over to have been largely accepted.

This finding lends support to those uncovered by Neidt and Hedlund (1967), Burstall (1970), Gordon (1980) and Haque (1989), and can be explained by considering the point that the subjects were substantially aware of the different aspects of their course. That is, course evaluation, utility and interest significantly and positively affected the learners’ proficiency in their writing and speaking while course difficulty had a little impact on their proficiency in the same skills.

Conclusions and recommendations

To sum up, the investigation produces three important findings.

Firstly, classroom anxiety had significantly negative correlations with all the tests of the subjects’ proficiency in EFL writing and speaking. This finding suggests that classroom anxiety considerably hampers learners’ proficiency in the productive skills of the target language.

Secondly, the subjects’ attitudes towards their teacher were significantly positively associated with all the measures of their proficiency in writing and speaking. This result is suggestive of the fact that the teacher’s evaluation, rapport, competence and inspiration have substantial impact on the learner’s proficiency in writing and speaking.

Thirdly, the subjects’ attitudes towards their course were in most cases significantly and in all the cases positively correlated with the measures of their proficiency in writing and speaking. This finding indicates that course evaluation, utility and interest largely and course difficulty slightly influence the learner’s proficiency in the productive skills of the foreign language they learn.

Based on the findings, the present researcher makes several recommendations.

As classroom anxiety seriously hinders and reduces the learner’s proficiency in the productive skills of the target language, some effective measures, such as systematic desensitization, guided participation, creating friendly atmosphere, ensuring large involvement of the learner, cognitive restructuring, self-assessment (Oscarson 1997), and so on have to be taken to alleviate it. Further, the strategy of cooperative learning (Macaro 1997) can be exploited to increase the learner’s motivation and retention, to help him/her develop a positive image of self and others, to provide a vehicle for critical thinking and problem solving, and to encourage collaborative social skills. Moreover, the learner should be taught what he/she lacks, needs and is interested in, and how he/she should be motivated to achieve proficiency in the skills of the target language. In other words, the teaching items, materials, equipment and assessment system should conform to the learner’s needs and interests.

The teacher in an EFL classroom is the only person who provides the learner with the input, with whom the learner practises the skills of the target language, and whom the learner mainly shows his/her performance in the productive skills. Therefore, the teacher should be well trained, professionally qualified and widely experienced, and keep him/herself abreast of the contemporary foreign language teaching methods, approaches and trends. He/she should act the role of ‘facilitator’ providing support for learning, ‘counsellor’ where the emphasis is placed on one-to-one interaction and ‘resource’ in which he/she is seen as a source of knowledge and expertise (Voller1997). That is to say, the teacher should provide environmental, emotional and linguistic support (Walker 1997).

Last but not least, since course evaluation, utility, interest and difficulty tremendously affect the learners’ proficiency in their writing and speaking, the teaching items, techniques, materials and equipment should match the learner’s level, needs, wants and interest.

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