Aiou solved assignment 2 code 8606 spring 2017 citizenship education and community engagement. The aiou solved assignment 2 code 8606 spring 2017 related with citizenship education and community engagement is prepared by special subject experts. The students of B.Ed. program can find this assignment in complete form and we must request to all students please share this aiou solved assignment 2 code 8606 spring 2017 with your B.Ed. class mates.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 FOR B.ED.
Q.1: EXPLAIN THE FORMS OF SOCIAL CONTROL. DISCUSS SOME OF THE INFLUENTIAL SOCIAL AGENTS OF THE SOCIETY?
Answer: The common distinction is between the formal (repressive or coercive) and the informal (persuasive or softer) forms of control. It has the universal sanction and acclaimed by many sociologists. Social control may be positive or negative, i.e., consisting of rewards or punishment and repressive measures respectively. Similarly, social control may be planned (deliberate) or unplanned (incidental). If it is planned, it may be either formal (organized) or informal unorganized).
INFORMAL AND UNPLANNED (INCIDENTAL) CONTROL:
Informal social control, as the term implies, is used by people casually. Norms are enforced through the informal sanctions. These norms include folkways, customs, mores, values, conventions, fashions and public opinion, etc.
Ritual and ceremony also act as instruments of informal control. But ceremony plays a less important role in modem society than in the traditional societies. Informal control often takes the form of a look, nudge or frown which says ‘behave yourself’ or ‘get into line’.
Methods and techniques of informal control are numerous. They vary with the purpose and the character of the group in question. For example, in a homogeneous primary group type of village community, the gossip may be a potent means of enforcing conformity but would be of little importance in the personal life of a metropolis like Mumbai.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 SOCIAL SITUATION
They also vary greatly from one social situation to another. They are positive and negative both. Awards, prizes, wealth and power over others are examples of positive control through physical medium. Gossip, smiles, praise, persuasion, badges and titles are examples of positive control by symbolic means. Negative social control is represented by satire, laughter, raising of an eyebrow, opprobrium, name calling, negative gossip and ridicule, threats, physical torture and ostracism, etc. Words and phrases (epithet, watchwords and slogans) are other means of informal control. They serve as collective representations symbolizing the emotional attitudes of the group.
The above techniques of informal control are typically employed within primary groups such as families. Individuals learn such techniques early in their childhood socialization to cultural norms—folkways, mores, values, etc. Other than the family, these methods and techniques are also exercised by personal friends, colleagues and co-workers at the workplace.
Informal social control is based on this popular belief that ‘the all-seeing eyes of Gods are everywhere’. It acts as mores (a controlling device). A belief in spiritual persons, who are omnipresent and omniscient. Introduces an imagined presence which serves as a powerful controlling device.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 FORMAL AND PLANNED CONTROL
FORMAL AND PLANNED (DELIBERATE) CONTROL:
Informal methods of social control are not adequate in enforcing and conforming of obedient behavior in all cases and in every situation. It can serve as a last resort when socialization and informal sanctions do not bring about desired result. In secondary groups and mass society where relations between individuals are impersonal, the primary group controls are not so effective. Control is then exercised through some agencies and formal institutions such as state, law, education, government, courts, police, military, administrators, corporate managers and bureaucrats, etc.
There are formal controls of licensing boards, professional organizations and trade unions also. As against the informal social controls, which grow out of necessities of the group or the society and which are the outcome of spontaneous growth, the formal social controls are deliberately created and imposed by man themselves. But, these are less powerful forms as they are not based on human instincts and basic necessities of life. Thus, they have not much importance in primary groups. Only one example will suffice to clarify this point. The law banning child marriage was passed as early as in 1929 in India but the thousands of child manages are still performed on a single auspicious day of Akshay Tritiya.
Thus, laws are not all-powerful. Laws which go against widespread customs are resisted and customs carry the day as it comes. Laws that are unpopular, such as prohibition of gutka (mixture of tobacco and flavoured betelnut), or use of plastic carry bags become difficult to enforce.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 PRIMARY GROUP
The primary group tST)e of rural community is fast disappearing as a result of industrialization, urbanization and globalization. The ineffectiveness of informal means of social control (mores, tradition, primary group. group opinion, etc.) of personal behavior in modern secondary society accounts for the increasing resort to such means as law, police, courts, etc. To make formal means (law) more effective the technique of propaganda is used.
The socialization that we receive in childhood has a lasting effect on our ability to interact with others in society. In this lesson, we identify and discuss four of the most influential agents of socialization in childhood: family, school, peers, and media.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 FOR SOCIALIZATION
How do we learn to interact with other people? Socialization is a lifelong process during which we learn about social expectations and how to interact with other people. Nearly all of the behavior that we consider to be ‘human nature’ is actually learned through socialization. And, it is during socialization that we learn how to walk, talk, and feed ourselves, about behavioral norms that help us fit in to our society, and so much more. Socialization occurs throughout our life, but some of the most important socialization occurs in childhood. So, let’s talk about the most influential agents of socialization. These are the people or groups responsible for our socialization during childhood – including family, school, peers, and mass media.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 FAMILY
There is no better way to start than to talk about the role of family in our social development, as family is usually considered to be the most important agent of socialization. As infants, we are completely dependent on others to survive. Our parents, or those who play the parent role, are responsible for teaching us to function and care for ourselves. They, along with the rest of our family, also teach us about close relationships, group life, and how to share resources. Additionally, they provide us with our first system of values, norms, and beliefs – a system that is usually a reflection of their own social status, religion, ethnic group, and more. For example, Alexander, a young boy who lives in America, was born to an immigrant family. He grew up bilingual and was taught the importance of collectivistic values through socialization with his family. This experience differs drastically from someone born to an older, ‘traditional’ American family y that would emphasize the English language and individualistic values.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 FOR SCHOOLS
The next important agent of childhood socialization is the school. Of course, the official purpose of school is to transfer subject knowledge and teach life skills, such as following directions and meeting deadlines. But, students don’t just learn from the academic curriculum prepared by teachers and school administrators. In school, we also learn social skills through our interactions with teachers, staff, and other students. For example, we learn the importance of obeying authority and that to be successful, we must learn to be quiet, to wait, and sometimes to act interested even when were not. Alexander, like other children, might even learn things from his teacher that she did not intent to teach. For instance, he might learn that it’s best to yell out an answer instead of raising his hand. When he does so, he gets rare attention from the teacher and is hardly ever punished. Peers:
Another agent of socialization that ‘elates to school is our peer group. Unlike the agents we’ve already discussed – family and school – peer groups give us an opportunity as children to form relationships with others on our own terms, plus learn things without the direction of an adult. When you were a 16-year-old, how many times did you complain to your parent(s), “All of my friends are ;doing so and so). Why can’t I? It isn’t fair!” As this all-too-common example indicates, our friends play a very mportant role in our lives. This is especially true during adolescence, when peers influence our tastes in music, clothes, and so many other aspects of our lives, as the now-common image of the teenager always on a cell phone reminds us. But friends are important during other parts of the life course as well We rely on them for fun, for emotional comfort and support, and for companionship. That is the upside of friendships.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 DIFFERENT TYPES OF SCHOOL COMMUNITY
Q.2: GIVE YOUR ARGUMENTS TO EXPLAIN THE DIFFERENT TYPES OF SCHOOL COMMUNITY RELATIONSHIP.
WHAT IS SCHOOL?
School is a training center helps develop pupils into efficient social being and to train them to further educate the backward members of their society. The school is a special environment where a certain quality of life types of activities and occupations are provided with The object of securing child’s development along desirable lines (Mishra, 2007). School is an open system and a social organization which thrives on the effective interrelationship within it and with its relevant communities (Nwankwo, Nwokafor, Ogunsanwo& Ighalo, 1985).School interacts with people of the community and is linked with the larger society. The function of the traditional school was to transmit the social heritage of the community. Its role was too academic in nature. The modern sociological view of education lay down that school constantly draw upon social life and activities for its subject matter, its methods of teaching and its methods of work. The school will serve as a society in miniature-a small but ideal community. It will be a model for the society around. It will be the people’s school, but at the same time it will give new direction to the people and community. It will act as a watch dog against social degeneration. By enhancing its own status and contribution it will enhance the status of the community as a whole (Sidhu, 2007). There must be a conscious and continuous intercourse, a free give and take between the little world of the school and bigger one outside. The school has to arrange for the students opportunities to participate in social services, health campaigns, development plans, and other public activities. The divorce between school and community is likely to make teaching artificial.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 ABOUT COMMUNITY
WHAT IS COMMUNITY?
Community according to Jones and George (2006) refers to physical location like towns or cities or to social milieus like ethnic neighbor hoods in which an organization is located. A community provides ar organization with the physical and social infrastructure that allows it to operate; it utilities and labour force; the homes in which its managers and employees live; other organization such as hospital, town services, carriers and theatres that service their needs and soon. The above definition clearly describes school community. The school community physical locations are the towns or cities in which it is located. The schools source their physical and social infrastructure from its communities. To Hornby (2000), community refers to “a group of people of the same religion, race, occupation, etc or with shared interest”. To Omolayole (1998), in the urban center, “community will normally refer to all those with common interest living in a given ideographical space not considered too large to make it unwieldy whereas in the rural areas, the community will strictly comprise people with the same origin”. Strictly speaking and for the purpose of the paper the definition on rural area is adopted for the concept of local community.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 SCHOOL COMMUNITY RELATIONSHIP
SCHOOL COMMUNITY RELATIONSHIP:-
The processes of social interaction are the bases for creating social relationship. According to Calhoun, Light and Keller (1998) social relationship is relatively enduring patterns of interaction between two or more people. Most people have many social relationships, from casual acquaintance to intimate friendships and close family bond. School community relationship is a two-way symbiotic arrangement through which the school and the community co-operate with each other for the realization of goals of the community and vice versa. It is the degree of understanding and goodwill, which exists between the school and the community
(Okorie, Ememe&Egu 2009).School as an open system and asocial organization thrives on the effective interrelationship within it and with its relevant communities. What happens in a school affects the community, and what happens in the community affects school (Nwankwo, Nwokafor, Ogunsanwo&Ighalo, 1985). This means that community builds its schools and the schools build their community (Sidhu, 2007). Therefore, school community interdependence is unbreakable. There is a reciprocal relationship. The two works for one another and the two have direct impact on one another. If schools are expected to be successful in their primary mission of educating the community children, they need to know a great deal about the community and the families from which the children come. This means that the schod cannot exist in isolation but in co-operation with the community in which it finds itself (Ihebereme, 2008)•The school has to arrange for the students opportunities to participate in social services, health campaigns, development plans, and other public activities. The divorce between school and community is likely to make teaching artificial.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 SCHOOL PROPERTY
This school is not a place where only the children are educated by the whole community The school building, furniture, equipment, human resources, etc. are public property. They should be unhesitatingly placed at the disposal of the community after school hours. The school teachers should also come forward and place their knowledge and experience at the disposal of community and assume the role of guides and leaders of the social group. The school library and play grounds can especially be of significant service to the community (Ihebereme, 2008). Effective school community relationship raises student persistence and achievement (Eccles& Harold, 1996; Lareau, 1996; Nieto, 2004), Nieto(2004) contends that student achievement is positively associated with parent involvement in school and that, school which encourage high levels of parent involvement outperform their counterparts where there are lower levels of involvement.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 TYPES OF SCHOOL COMMUNITY RELATIONSHIP
TYPES OF SCHOOL COMMUNITY RELATIONSHIP:-
There are different types of relationship which exist between school and community. According Pawlas (2005) identified six types of school community relationship:
Schools and communities relate as parents of a student. Families must provide for the health and safety of children, and maintain a home environment that encourages earning and good behaviour in school. Schools provide training and information to help families understand their children development and how to support the changes they undergo. Communication: School must reach out to families with information about the school programmes and student reports, as well as new information on topics such as school choice and making the transition from elementary school to higher grades. Communication must be in forms that families find it understandable and useful. For example, school can use translator to reach parents who don”t speak English well and it must be two way, with educators paying attention to the concerns and needs of families. Volunteering: Parents can make significant contribution to the environment and functions of a school. School can get the most out of this process by creating flexible schedules, so more parents can participate, and by working to match the talents and interest of parent to the needs of students, teachers, and administrators.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 LEARNING
With the guidance and support of teachers, family members can supervise and assist their children at home with homework assignment and other school related activities. Decision Making: School can give parents meaningful roles in the school decision making process, and provide parents, with training and information so they can make the most of those opportunities. This opportunity should be open to all segments of the community ,not just people who have the most time and energy to spend on school affairs. Collaboration with the Community: Schools can help families gain access to support services offered by other agencies such as health care, cultural events, tutoring service, and after school child care programmes. They also can help families and community groups provide services to the community, such as recycling programmes and food pantries.
IMPORTANCE OF SCHOOL COMMUNITY RELATIONSHIP
School community relationship is today gaining more grounds than ever before. School administrators all over the world are paying more attention to the role of communities in managing schools. Hence the idea school based management is always on promotion. According to Fiore (2006) when families, schools and community institutions (e.g. local business, community colleges and health agencies) collectively agree upon their goals and decide how to reach them, everyone benefits. He identifies the followings as the
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 IMPORTANCE OF SCHOOL COMMUNITY
IMPORTANCE OF SCHOOL COMMUNITY RELATIONSHIP:
1. Schools enjoy the informed support of families and community members. Families experience many opportunities to contribute to their children’s education, and communities look forward to educated, responsible workforce. Benefits accrue to the staff of schools and community agencies as well they can observe boosts in morale, heightened engagement in their work, and a feeling that their work will net results.
AIOU CODE 8602 SOLVED ASSIGNMENT 2 SPRING 2017 ENVIRONMENT
Communities can provide schools with a context and environment that can either complement and reinforce the values, culture, and learning the school provide for their students or negates everything the school strive to accomplish. Communities can furnish schools and students in them with crucial financial support system as well as the social and cultural values necessary for success and survival in contemporary society. Communities have the potential to extend a variety of opportunities to students and to their families-social, cultural and vocational. Schools, in turn, offer communities a focal point of educational services for children. Schools have the potential to build well-educated citizens ready to take on responsibilities as contributing community members.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 WORKING TOGETHER
By working together, schools, families, and communities can prepare for a more promising future. In urban communities struggling against violence, unemployment, and deteriorating institutions, school- community relationship offers hope for those who may have given on the social institution in their neighborhood and cities Rural communities searching for opportunities to revitalize themselves in a technologically sophisticated society can discover ways to bring themselves into the information age by intertwining school and community improvement initiatives.
Community participation in school activities helps community members have a more positive view of the school. It helps children have better attendance, better behaviour and high academic achievement motivation. Community members need to be supportive by involving themselves in school programmes and activities such as Parent-Teacher Association (PTA) meetings, athletic events, plays, parties and other related engagements. Despite all the benefits associated with such involvement, many community members do not regard engagement in school programmes with all seriousness (Okubanjo, 2006). According to Idaho Falls School District (1991) school community relationship helps to improve the quality of education for all children. The school noted the following as some of the importance of school community relationship:
AIOU CODE 8602 SOLVED ASSIGNMENT 2 SPRING 2017 PARENTS RESPONSIBLITY
1. It helps parents and other citizens recognize their responsibility for the quality of education provided by their schools;
2. It fosters community understanding of the need for constructive change and solicit community advice on how to achieve stated school goals;
3. It involves community members in the work of the schools and the solving of school problems.
4. It helps identifies non-parent groups such as senior citizens and promote the involvement of these persons in school activities and programmes
5. It helps earn the good will, respect and confidence of the community with regard to school staff and services;
6. It promotes a genuine spirit of cooperation between the school and the community and sets up channels of sharing the leadership in improving community life;
7. It helps develop community understanding of all aspects of school operation; it ascerta ns community attitudes towards issues in school; it helps discover the community aspirations for the education of their children;
8. It helps secure adequate financial support for a sound school programme.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 COMMUNICATION SKILLS
Q.3: EXPLAIN THE IMPORTANCE OF COMMUNICATION SKILLS FOR EFFECTIVE TEACHING.
Answer: One of the most difficult aspects of becoming a teacher is learning how to motivate your students. It is also one of the most important. Students who are not motivated will not learn effectively. They won’t retain information, they won’t participate and some of them may even become disruptive. A student may be unmotivated for a variety of reasons: They may feel that they have no interest in the subject, find the teachers methods un-engaging or be distracted by external forces. It may even come to light that a student who appeared unmotivated actually has difficulty learning and is need of special attention. While motivating students can be a difficult task, the rewards are more than worth it. Motivated students are more excited to learn and participate. Simply put: Teaching a class full of motivated students is enjoyable for teacher and student alike. Some students are self-motivated, with a natural love of learning But even with the students who do not have this natural drive, a great teacher can make learning fun and Inspire them to reach their full potential.
1. Praise Students in Ways Big and Small Recognize work in class, display good work in the classroom and send positive notes home to parents, hold weekly awards in your classroom, organize academic pep rallies to honor the honor roll, and even sponsor a Teacher Shootout section in the student newspaper to acknowledge student’s hard work.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 REALISTIC EXPECTATIONS
2. Expect Excellence Set high, yet realistic expectations. Make sure to voice those expectations. Set short terms goals and celebrate when they are achieved
3. Spread Excitement like a Virus Show your enthusiasm in the subject and use appropriate, concrete and understandable examples to help students grasp it. For example, I love alliteration. Before I explain the concept to students, we “improv” subjects they’re interested in. After learning about alliteration, they brainstorm alliterative titles for their chosen subjects.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 CONTINUE
4. How to Motivate Students: Mix It Up It’s a classic concept and the basis for differentiated instruction, but it needs to be said: using a variety of teaching methods caters to all types of learners. By doing this in an orderly way, you can also maintain order in your classroom. In a generic example for daily instruction, journal for 10 minutes to open class; introduce the concept for 15 minutes; discuss/group work for 15 minutes; Q&A or guided work time to finish the class. This way, students know what to expect everyday and have less opportunity to act up.
5. Assign Classroom Jobs With students, create a list of jobs for the week. Using the criteria of your choosing. let students earn the Opportunity to pick their classroom jobs for the next week. These jobs can cater to their interests and skills. Classroom Job Examples
• Post to the Class blog
• Update Calendar
• Moderate review games
• Pick start of class music
• Watch class pet
• Public relations officer (address people who visit class)
• Standard class jobs like Attendance, Cleaning the boards, putting up chairs, etc.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 HAND OVER CONTROL
6. Hand Over Some Control If students take ownership of what you do in class, then they have less room to complain (though we all know, it’ll never stop completely). Take an audit of your class, asking what they enjoy doing, what helps them learn, what they’re excited about after class. Multiple choice might be the best way to start if you predict a lot of “nothing” or “watch movies” answers. After reviewing the answers. integrate their ideas into your lessons or guide a brainstorm session on how these ideas could translate into class. On a systematic level, let students choose from elective classes in a collegiate format. Again, they can tap into their passion and relate to their subject matter if they have a choice.
7. Open-format Fridays You can also translate this student empowerment into an incentive program. Students who attended class all week, completed all assignments and obeyed all classroom rules can vote on Friday’s activities (lecture, discussion, watching a video, class jeopardy, acting out a scene from a play or history).
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 BUDGETING FOR FAMILY
8. Relating Lessons to Students’ Lives Whether it is budgeting for family Christmas gifts. Choosing short stories about your town, tying in the war of 1812 with Iraq, rapping about ions, or using Pop Culture Print ables, students will care more if they identify themselves or their everyday lives in what they’re learning.
9. Track Improvement In those difficult classes, it can feel ike a never-ending uphill battle, so try to remind students that they’ve come a long way. Set achievable, short-term goals, emphasis improvement, keep self-evaluation forms to fill out and compare throughout the year. or revisit mastered concepts that they once struggled w th to refresh their confidence.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 REWARD POSITIVE BEHAVIOR
10. Reward Positive Behavior Outside the Classroom Tie service opportunities, cultural experiences, extracurricular activities into the curriculum for extra credit or as alternative options on assignments. Have students doing Habitat for Humanity calculate the angle of the freshly cut board, count the nails in each stair and multiply the number of stairs to find the total number of nails; write an essay about their experience volunteering or their how they felt during basketball tryouts; or any other creative option they can come up with. The idea of cash incentives is a timely yet controversial topic, so I’d like to look at this attempt to “buy achievement” through a different lens. It seems people are willing to dump some money into schools, so let’s come up with better ways to spend it.
11. Plan Dream Field Trips With your students, brainstorm potential field trips tiered by budget. Cash incentive money can then be earned toward the field trips for good behavior, performance, etc. The can see their success in the classroom as they move up from the decent zoo field trip to the good state capitol day trip to the unbelievable week-long trip to New York City. Even though the reward is delayed, tracking progress will give students that immediate reward.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 COLLEGE FUND ACCOUNTS
12. College Fund Accounts College dreams motivate athletes; why not adapt the academic track to be just as tangible for hard-working student? One way is to keep a tally of both the cash value and the potential school choice each student has earned. As freshman, they see they’ve earned one semester at the local junior college. By second semester of Junior year, they’re going to four-years at State for half the price. By graduation, watch out free ride to their dream school.
13. Encourage Students Students look to teachers for approval and positive reinforcement, and are more likely to be enthusiastic about learning if they feel their work is recognized and valued. You should encourage open communication and free thinking with your students to make them feel important. Be enthusiastic. Praise your students often. Recognize them for their contributions. If your classroom is a friendly place where students feel heard and respected, they will be more eager to learn. A “good job” or “nice work” can go a long way.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 WAYS TO ENCOURAGE STUDENTS
14. Get Them Involved One way to encourage students anc teach them responsibility is to get them involved in the classroom. Make participating fun by giving each student a job to do. Give students the responsibility of tidying up or decorating the classroom. Assign a student to erase the blackboard or pass out materials. you are going over a reading in class, ask students to take turns reading sections out loud. Make students work in groups and assign each a task or role. Giving students a sense of ownership allows them to feel accomplished and encourages active participation in class.
15. Offer Incentives Setting expectations and making reasonable demands encourages students to participate, but sometimes students need an extra push in the right direction. Offering students small incentives makes learning fun and motivates students to push themselves. Incentives can range from small to large giving a special privilege to an exemplary student, to a class pizza party if the average test score rises. Rewards give students a sense of accomplishment and encourage them to work with a goal in mind.
AIOU SOLVED ASSIGNMENT 2 CODE 8606 SPRING 2017 AVOID MONOTONY
16. Get Creative Avoid monotony by changing around the structure of your class. Teach through games and discussions instead of lectures, encourage students to debate and enrich the subject matter with visual aids, like colorful charts, diagrams and videos. You can even show a movie that effectively illustrates a topic or theme. Your physical classroom should never be boring: use posters, models, student projects and seasonal themes to decorate your classroom, and create a warm, stimulating environment.
FIND HERE:- AIOU CODE 8602 SOLVED ASSIGNMENT 1 SPRING 2017
17. Draw Connections to Real Life “When will I ever need this?” This question, too often heard in the classroom, indicates that a student is not engaged. If a student does not believe that what they’re learning is important, they won’t want to learn, so it’s important to demonstrate how the subject relates to them. If you’re teaching algebra, take some time to research how it is utilized practically for example, in engineering and share your findings with your students. Really amaze them by telling them that they may use it in their career. Showing them that a subject is used every day by “real” people gives it new importance. They may never be excited about algebra but if they see how it applies to them, they may be motivated to learn attentively.
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