LIST OF REFERENCES

1. Fakieh Alrabai(2015). The influences of teachers’ anxiety reducing strategies on

learners’ foreign language anxiety, Innovation in language learning and teaching,9:2,
163-190
2. Judit Kormos and Kata Csizer(2014)The interaction of motivation, self-regulatory
strategies and autonomous learning behaviour in different learner groups. Tessol
quarterly. 48:2, 275-299.
3. www.inspiration .com/visual learning/concept mapping. Retrieved on 18th /10/2017 at
1000hrs.
4. https://cmap.ihmc.us/docs/ theory of concept maps. Retrieved on 20th /10/2017 at
1600hrs.
5. https://en.wikipedia.org/wikipedia.org/wiki/classroom management. Retrieved on
14th /10/2017.
6. https://resume for teachers.com/blog/interview questions/excellent teachers use real
life connection in the classroom/ Retrieved on 12th /10/2017.
7. Bernard Weiner(2010). The development of an attribution based theory of motivation.
A history of ideas, educational psychologist. 45:1, 28-36.
8. https://serc.carleton.edu/introgen/models/usefulness.html . Retrieved on 20th /10/2017
at 1600hrs.
9. Arup Mukherjee(2015). Effective use of discovery learning to improve understanding
of factors that affect quality.Journal for education and business. 90:18, 413-419.
10. Margery B.Ginsberg(2010). Cultural diversity, motivation and differentiation. Theory
into practise. 44:3, 218-255
Fakieh Alrabai(2015). The influences of teachers’ anxiety reducing strategies on
learners’ foreign language anxiety.

 Emotional factors in language learning.

 Anxiety and language learning.
 Anxiety reducing strategies.

Judit Kormos and Kata Csizer(2014)The interaction of motivation, self-regulatory

strategies and autonomous learning behaviour in different learner groups.

 Motivational factors.
 Self regulatory process.
 Learner autonomy and autonomous behaviour.

www.inspiration .com/visual learning/concept mapping.

Benefits of concept mapping

 Help students brainstorm and generate new ideas

 Encourage students to discover new concepts.
 Allow students to communicate ideas, thoughts and information.
 Help students generate new concepts with older concepts.
 Enabling students to gain much enhanced knowledge of any topic and evaluate the
information.

https://cmap.ihmc.us/docs/ theory of concept maps.

 Concept maps are graphical tools for organizing and representing knowledge.
 They are represented in a hierarchial fashion with the most inclusive at the top of the
map and the most general below.
 Inclusion of cross-links. Relationship between concepts in different segments or
dormains of the concept map.
 Has specific examples.
 Learning takes place by the assimilation of new conceptsand propositionsinto existing
framework held by the learner.
 Meaningful learning requires:
 Materials to be learned should be conceptually cleat and presented with
language and examples reliable to the learners prior knowledge.
 Learner must posses relevant prior knowledge
 Learners must choose to learn meaningfully
https://en.wikipedia.org/wikipedia.org/wiki/classroom management.

Techniques

 Rote discipline- involves assigning a disorderly student sentences or the classroom

rules to write repeatedly
 Preventive technique- enhances mutual respect between teacher and student.
 Good teacher student relationship-appropriate levels of dominance cooperation and
awareness of high needs students.
 Culturally responsive classroom management- approach to running classrooms with
all children
 The good behaviour- earning access to a reward or loosing a reward, given to
members of a class who engage in some type of behaviour.
 Positive classroom- according to DiGiulio positive classroom management is due to
how teachers regard their students, how they set classroom environment and how they
address students behaviour

https://resume for teachers.com/blog/interview questions/excellent teachers use real life

connection in the classroom/

Highly rated teachers use real life connections in the classroom to make learning experience
fun, engaging and meaningful to optimize engagement and learning.

Importance

 Makes learning fun- lessons should inspire creativity imagination and the motivation
to pursue self-initiated learning.
 Makes learning meaningful- lesson should have relevance to students’ life.
 Involve student in lesson development- get them to come up with answers themselves.
 Brings the real world into the classroom- students engage more deeply if the
classroom materials relates to their real world or everyday life.
 Makes a real life connection through technology by employing gamification in
classroom.

Bernard Weiner(2010). The development of an attribution based theory of motivation.

 Attempts to explain how the past may influence the present and the future. (as
Thorndike accomplished)
 Thorndike (1911) often cited Law of effect which states that behaviours previously
rewarded will be repeated, whereas those that are punished will be avoided or
distinguished.
  According to John Atkinson:
 Motivation is also determined by individual differences. The motive he
primarily embraced was need for achievement.
 Incentive is conceptualised as an effect, pride in accomplishment. Thus,
effects other than general pleasure or pain were incorporated into conception
 Incentive is inversely related to expectancy of success so that pride is
presumed to be greater given success at a difficult task than at easy task.

https://serc.carleton.edu/introgen/models/usefulness.html

Scientific practise involves the construction, validation and application of scientific models,
so science instruction should be designed to engage students in making and using models
which:

 Provide an environment for interactive student engagement.

 Enhance system thinking abilities.
 Help learners to learn quantitative skills e.g graphics and mathematics.
 Help to access changes in key system variables.
 Knowledge from models can be transferred to other systems.

Arup Mukherjee(2015). Effective use of discovery learning to improve understanding of

factors that affect quality.

 Discovery learning refers to a process where the students discover the knowledge that
would otherwise have been presented to him/her via a process of lecture.
 The role of a teacher in discovery is to help students think, question and evaluate for
themselves.
 What students discover for themselves they have a better understanding of that
knowledge, feel an ownership and typically find it easy to apply the knowledge to
different scenarios.
 Though it is time consuming and not all students are good at discovering therefore it
needs monitoring of these students.

Margery B.Ginsberg(2010). Cultural diversity, motivation and differentiation