Grammar
Tenses
Present
Present Simple
Present Continuous
Present Perfect
Present Perfect Continuous
Past
Past Continuous
Past Perfect
Past Perfect Continuous
Past Simple
Future
Future Simple
Future Continuous
Future Perfect
Future Perfect Continuous
Passive and Active
Parts Of Speech
Nouns
Countable and uncountable nouns
Verbal nouns
Singular and Plural nouns
Proper nouns
Nouns gender
Nouns definition
Concrete nouns
Abstract nouns
Common nouns
Collective nouns
Definition Of Nouns
Verbs
Stative and dynamic verbs
Finite and nonfinite verbs
To be verbs
Transitive and intransitive verbs
Auxiliary verbs
Modal verbs
Regular and irregular verbs
Action verbs
Adverbs
Relative adverbs
Interrogative adverbs
Adverbs of time
Adverbs of place
Adverbs of reason
Adverbs of quantity
Adverbs of manner
Adverbs of frequency
Adverbs of affirmation
Adjectives
Quantitative adjective
Proper adjective
Possessive adjective
Numeral adjective
Interrogative adjective
Distributive adjective
Descriptive adjective
Demonstrative adjective
Pronouns
Subject pronoun
Relative pronoun
Reflexive pronoun
Reciprocal pronoun
Possessive pronoun
Personal pronoun
Interrogative pronoun
Indefinite pronoun
Emphatic pronoun
Distributive pronoun
Demonstrative pronoun
Pre Position
Preposition by function
Time preposition
Reason preposition
Possession preposition
Place preposition
Phrases preposition
Origin preposition
Measure preposition
Direction preposition
Contrast preposition
Agent preposition
Preposition by construction
Simple preposition
Phrase preposition
Double preposition
Compound preposition
Conjunctions
Subordinating conjunction
Correlative conjunction
Coordinating conjunction
Conjunctive adverbs
Interjections
Express calling interjection
Grammar Rules
Preference
Requests and offers
wishes
Be used to
Some and any
Could have done
Describing people
Giving advices
Possession
Comparative and superlative
Giving Reason
Making Suggestions
Apologizing
Forming questions
Since and for
Directions
Obligation
Adverbials
invitation
Articles
Imaginary condition
Zero conditional
First conditional
Second conditional
Third conditional
Reported speech
Linguistics
Phonetics
Phonology
Semantics
Pragmatics
Linguistics fields
Syntax
Morphology
Semantics
pragmatics
History
Writing
Grammar
Phonetics and Phonology
Semiotics
Reading Comprehension
Elementary
Intermediate
Advanced
Teaching Methods
Teaching Strategies
Managing the learning process
المؤلف:
Rob Cowdroy & Anthony Williams
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P94-C9
2025-06-15
51
Managing the learning process
A significant aspect of more recent teaching methods such as cognitive apprenticeship, PBL and R&D, and crucial to their success or failure, has been the managing strategies adopted to support them. These managing strategies must not be confused with "administrative" obligations imposed by the institution; nor should managing strategies be confused with "facilitation" which is integral to student-centred learning methods associated with cognitive apprentice and PBL approaches.
Managing strategies represent an essential executive role of teachers that complements teachers' teaching role; they are essential to support effective learning/teaching equations; that is, they are essential to maintaining appropriate morale, motivation and orientation aspects of students' learning environments necessary for development of mid-level and higher-level thinking that supports mid-level and higher-level task abilities.
Managing the learning/teaching equation to achieve lower-level task abilities requires strategies focused on encouragement that is already part of conventional good teaching practice. Managing to achieve mid-level and higher-level task abilities, however, requires more sophisticated approaches focused on motivating students to be self-confident, self-directing and self-evaluating, and to achieve "personal bests".
Without both motivation and self-confidence to venture away from dependence on the teacher's opinion and direction, students (generally) will not venture into self-direction and self-evaluation that are the hallmarks of student-centred learning and are essential to achievement of mid-level and (particularly) higher-level task abilities. Students cannot be motivated by decree, and motivation cannot be taught in the conventional sense, nevertheless morale and motivation, and self-confidence, self-direction and self-evaluation can be developed through application of positive motivational and self-development approaches such as some that can be drawn from small-enterprise good-management practice.
A most effective and sustainable managing strategy for developing both individual and group morale and motivation is establishment of a positive collegiate environment among students, on various class and cohort bases, and among students with related interests (e.g. related career path interests). Traditional studio-teaching in design disciplines such as architecture and industrial design, workshop teaching in engineering, laboratory teaching in science, and small-group tutorial teaching in some forms of Problem-Based Learning characteristically achieve very conducive collegiality.
A collegiate environment allows students to become mutually supportive and encouraging and, if they are positively ambitious and competitive, become mutually motivating and high-achieving on both an individual and group basis, with significant student-satisfaction returns. A significant benefit to the teacher is that a substantial part of the load of teaching and facilitation is transferred from teacher to students, reducing the load on the teacher while achieving the required results (a win-win result).