I believe if teachers cannot be task dealing with

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individualities. I believe if teachers cannot be Task Dealing with Text Homework Technology Presentation 42 sure whether students are mature enough to work at home independently; it is advisable to keep project tasks to school environment. For translations they used unsuitable words better fitting into different context, and what is more, the language structures after translation work were not structures of the English language but “Czechisms”, students were mistaken by wrong word order, unappropriated tenses and vocabulary. With respect to these facts, using authentic materials for the gathering and analyzing stages seems to be a more suitable choice; nevertheless teachers must carefully evaluate the level of the materials, the level of difficulty of the text. “Teachers allows differentiated instruction”, Campbell 2004. The last area of problematic tasks concerns presentations. Teachers felt they should have prepared students for the final presentation stage more directly, since students without much presentation training were not ready to present the work. Some said only a few words, they underestimated the presentation, lacked vocabulary and their speech was unprepared. A good learning school is beneficial on any journey, particularly in complex journeys of the learners. Basic education is a complex journey in which learners form their purpose, establish initial vision for their lives, question long-held assumptions, and construct more complex ways of making meaning of knowledge, themselves, and their relations with others. Here are some skills that a students develop throughout the study : communication skills and creativity.
Communication skills To be a good learning school, students must be provided with appropriate guidance to empower them to direct their own learning journeys (Meszaros, 2007). On the other hand, Pizzolato and Ozaki (2007) enunciated that learning schools enabled learners to see the complexity of knowledge, recognize that they needed to bring their own internal voices to knowledge construction, and see the importance of interdependent collaboration with others to make wise decisions and create new knowledge. They were supported in learning how to become full participants in knowledge construction, work through their own dilemmas, and build interdependent relationships. Anent to this, Taylor and Haynes (2008) accentuated that by virtue of respecting learners’ voices and experiences, learning is linked to learners’ meaning-making capacities. They explicitly articulated the details of what teachers look for: learners who follow external authority uncritically, who are in a crossroads marked by tension between external voices and their internal voice, and who are coming to trust their internal voices. On the perspective of Day, Kington, Stobart, and Sammons (2006), schools are diverse, presenting challenges for understanding the needs of learners’ learning problems. According to Brophy (2008), a plethora of disembodying education mechanisms create an increased illiteracy and social exclusion of marginalized learners. The marginalized learners find themselves outside of

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