10 Leadership Lessons

English Language Arts - The New York Times

Date of publication: 2017-08-14 15:22

Astin goes on to note that motivation then comes into play. Motivating and involving students becomes the concern of the teacher. This suggests a significant shift from traditional pedagogical outcomes.

Play as a context for Early Learning and Development

These are the different ways in order to reset the point. If the lob can be smashed away, you just hit it away from your opponent in singles. In doubles, you usually hit it at an angle so even if it gets returned, the court has now been opened for the next smash. Alternatively, it can be hit down the middle between the two players.

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With the majority of states now requiring online assessments, it is vital that your students build real world digital literacy skills to demonstrate proficiency on these tests.

The usual position of the players at the beginning of a point is to have one player at the baseline (the server or returner) while his or her partner is at net. Whenever possible, the player at the baseline should also join his or her partner up at net. Consequently, a player needs to improve his or her volleys if he or she really wants to learn how to play tennis doubles.

You 8767 ve heard of the 8775 importance of play, 8776 maybe a little too frequently lately, and it 8767 s essential not only to immediate, short term learning but also to lifelong learning. Keep it fun and it will remain interesting as well.

Traditional classroom configurations create tacit hierarchies in which the vocal and confident students sit forward and receive more individual attention while quiet or timid students find seats in the back and avoid interaction with teachers and other students. Students said they were more comfortable talking because the learning-studio arrangements were informal. Conversations flowed more easily when the classroom was more collaborative and when teachers moved around freely.

Responses from Estrella Mountain Community College faculty and staff leave little doubt that learning studios offer more positive environments for learning and teaching than traditional classrooms do.

Having experienced the learning studios, students and faculty had overwhelmingly positive responses. Faculty, in particular, expressed an appreciation for the learning studios as a paradigm that better served the possibilities of experiential, constructivist learning.

When you are serving, you follow the same sequence as when you serve in singles. The first point is served from the deuce court, the second point from the ad court, and so on.

“Learning is not a spectator sport…[Students] must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.” —Chickering and Gamson

Every student is a leader in a class that supports small-group work, collaboration, and experimentation. The instructor is not the only leader. “Decentralizing the teacher’s zone” is how one EMCC faculty member described a feature of the learning-studio design. The learning studio also decentralizes the teacher’s role. Giving and taking is an essential experience for students when they leave the campus and one that faculty play a role in developing.

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