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Today, the United Nations of Zimbabwe claims that thousands of teachers are unmotivated due to low salaries, limited resources, pressure, political harassment and the shortage of teachers. [7] Researchers Regis Chireshe and Almon Shumba assert that teachers believe their teacher training did not prepare them for the classroom or to teach ...
For example, in some settings, teachers who value play-based learning still rely more on traditional instruction methods. This may be due to factors such as accountability pressures or a lack of resources. [31] These challenges demonstrate a notable gap between teachers' beliefs about play-based learning and their classroom practices.
Symbolic play happens when your child starts to use objects to represent (or symbolize) other objects. Here are some examples — and some ideas for fostering it at different ages.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning.
Mathematics Teaching in the Middle School supports the improvement of grade 5–9 mathematics education by serving as a resource for practicing and prospective teachers, as well as supervisors and teacher educators. It is a forum for the exchange of mathematics idea, activities, and pedagogical strategies, and or sharing and interpreting research.
These are (1) the student’s motivation, including whether it is instrumental or integrative; (2) the amount of time the student spends in class and practicing the language outside class; (3) the teacher’s approach to teaching; and (4) the teacher’s effectiveness and teaching style.
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