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EDU 301 - General Methods of Teaching

Semester: Fall, 2021

Assignment No: 1
Total Marks: 20
Lecture: 1-12

Q1. Define language diversity. Being a teacher, which strategies will you use to overcome
language diversity in your classroom?

Language diversity

Language diversity, also known as linguistic diversity, is a wide word that refers to the
distinctions between various languages as well as the diverse methods in which people interact
with one another in different cultures. According to experts, one of the characteristics of
mankind that distinguishes it from other creatures on Earth is the ability to communicate.

Languages are inherently systematic, which means that they are governed by a set of rules. This
process has played a critical role in enabling people to connect with one another and develop
sophisticated cultures and civilizations throughout the centuries. Understanding what linguistic
diversity is, how it manifests itself on a global scale, and how it manifests itself in educational
settings can aid in the development of a more thorough and lasting understanding of the study of
culture in general, as well as the role of language in human life in particular.

Teacher’s strategies use to overcome language diversity in your classroom

Child-rearing:

Educate parents on the importance of nutrition and health in their children's education by
offering support programmers that focus on these topics and by checking in with families when
they transition between schools.

Interconnecting:

Effective school-to-home communication may be established by holding parent-teacher

conferences, employing language interpreters, and keeping parents informed on a constant basis
via newsletters and phone calls.
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Undertaking:

Inviting parents to join in volunteer activities at the school and ensuring that they are kept
informed of forthcoming opportunities are important tasks.

Learning at home:

Assuring that parents are informed about the abilities necessary for assignments, as well as
school regulations about homework, can assist them in providing assistance to their children's
homework and academics.

Decision-making:

PTA groups, district-level advisory councils, and committees may all be used to include parents
in school decision-making processes.

Cooperating with community:

Establish links between families and larger community resources, such as community health,
social support services, and activities such as summer programmers for students.

Q2: Describe the importance of motivation for students and explain how teachers can
motivate students of different socioeconomic status to excel in academics

Student motivation has an influence on the intended result of learning achieved by the student, as
well as on his or her objectives, effort, perseverance, and performance. An educational
environment that emphasises the relevance of motivation may be distinguished by indices that
are powered by situational motivation, which occurs when a learner has already developed an
interest in a certain subject area. Students' motivation and its impact in the classroom will be
discussed in this session, which will include theories of motivation, indices, and the
consequences of motivation on students.
First and foremost, motivation is a tendency to pursue new learning opportunities. As a result, it
has an influence on how likely a student is to quit up or go on, as well as how meaningful their
evaluation on their learning will be. The greater the depth of the student's desire for engaging in a
particular activity, the more probable it is that the student will not accept simple solutions to
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complicated problems. Shortly said, intrinsic drive promotes the development of strong and
flexible critical thinking abilities. On the other side, poor interest and academic perseverance are
caused by a lack of motivation or by entirely extrinsic motivation.
First and foremost, motivation leads behavior toward certain objectives. People's motivation
dictates the exact objectives toward which they strive, and as a result, it has an impact on the
decisions that they make. To provide an example, deciding whether or not to enroll in an art
course or physics class, or whether or not to attend a school basketball game during the week or
finish an assignment that is due the following day.

Creativity and critical thinking are encouraged by a sense of purpose

Students that are naturally driven approach learning as if it were a game. As a consequence,
individuals are more likely to turn the lesson on its head in order to understand it from a different
perspective than before. Students who are driven are not necessarily more brilliant than students
who are not motivated, but their desire to discover the solution to a question or to grasp a topic
causes them to think more critically. Students that are intrinsically driven will ponder about
topics well beyond the bounds of the classroom since the presence of the instructor or the fear of
receiving a poor grade are not the primary drivers of their thought. As a result, motivated
students, by virtue of devoting more time and effort to their thoughts and by relishing the
challenge of being perplexed, will ask deeper and more thought-provoking questions. Students
that are motivated are better able to adapt previously taught knowledge to new settings because
they are more likely to ponder on underlying causes or frameworks.

Motivation helps people develop resilience and self-assurance.

The cognitive and emotional energy required to concentrate on one's social image is reduced
when a student is completely absorbed in a task. It has been shown that individuals who
participate in intrinsically motivated activities indicate that their self-consciousness and other
stresses tend to diminish during the duration of the activity. Additionally, motivated students
have greater ability to emotionally 'bounce back' after receiving a poor mark on a test or harsh
criticism from a teacher or a fellow student. Because genuinely motivated students are not
motivated by a fear of failure or criticism, they are less prone to disengage when faced with
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adversity or criticism. However, even motivated students face the demotivating effects of
negative feedback to a greater or lesser amount, regardless of whether or not they are motivated.

Motivation and activity

Simply put, the concept of agency may be characterized as a feeling of purpose and autonomy in
pursuing one's objectives. A student's feeling of purpose becomes stronger as they become more
determined to achieve a goal, and this in turn strengthens their sense of agency as they focus
their energy towards that goal. Agency and motivation are two notions that are intimately
intertwined. With regard to academic achievement, highly driven individuals construct their own
route and are wary of the constraints imposed by others on their road to success. Aside from
being critical of established concepts or laws of the field, driven people prefer to continually
push them by experimenting with new ideas as part of their professional development.

1. Respect your pupils and know them as individuals.

Recognize that LSES students are time-strapped; interact with them; accept and incorporate their
variety; and allow them to contribute their expertise to the collective learning of the group.

2. Provide your pupils with a high level of freedom, diversity, and choice.

Offering LSES student’s freedom, choice in assessment, and variation in teaching and learning
practices while maintaining academic standards is a good way to help them succeed.

3. When communicating, use terminology that is understandable to others who aren't

native speakers.

Speak and write in simple terms to make sure students understand what you expect of them and
what it takes to be a successful student in your classroom.
4. Make it easier for your pupils to learn
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Step-by-step teaching ensures that students expand on what they already know and are taught the
specific topics need to succeed in college.

5. Make yourself accessible to students so that you can help them learn.

Make yourself personable, in addition to being available, so that students may benefit from your
knowledge and assistance to enhance their learning and performance.

6. Be a thoughtful practitioner in your work.

Reflect on your own thoughts, as well as those of your colleagues and input from students, and
aim to act on these reflections in order to consistently improve your teaching practice and your
students' learning.