Johnny Ch Lok

Is Distance Learning Suitbale for All Students Johnny Ch Lok

Meauring student studying methodWhat is online teacher and online student learning motivation relationship on online students' individual online classroom learning environment I believe that the quality of student's relationships with teacher and peer is a fundamental substrate for the development of academic engagement and achievement and it can influence teaching quality. It is easy to think students are learning forward in their seats, hands waving, questions and opinions rolls out, offering the teacher a clear picture of what students understand and where confusion remains. Students like to attempt groups learning and continue discussions, showing their comprehension through questions, critical listening and arguing about examples, who apply the material to whose own lives . The teacher is thoroughly energized, thinking about how the material to be covered next builds on that day's class. Student engagement and motivation are precious commodities, valuable not only to teachers but also to students. Students school lives are more enjoyable when who are engaged in their classes. I think student intrinsic motivation is a factor which can influence whose learning ability from the teacher's teaching . So the teacher's teaching behavior is a extrinsic motivation to excite whose students to feel whose teaching quality level is high or low ( satisfactory or non satisfactory). The caring teacher and student relatinships and high quality peer relationships for student academic self-perceptions, school engagement, motivation, learning and teaching performance, which does close influence. Teachers and students recognize high quality relationships, who seem effortless because who are intrinsically motivating, enjoyable and mutually reinforcing. Teachers and students also know when relationships are not working, and unfortunately, such relationships are also self-sustaining in ways that detract frm instruction and erode classroom cohesion. To support teachers in meeting this challenge. I shall attempt to explain why classroom relationships work and don't work and to offer practical strategies to help teachers to improve the motivational dynamics of difficult relationships. The bottom line is that teachers are forced to spend more time engaged in activities who feel compete with good teaching. It is easy to imagine high quality relationships in the classroom. Interactions are courteous and kind, and who focus on learning them material and building academic skills; students provide constructive criticism and are receptive to feedback, the classroom is welcoming but focused on academics. Why do these relationships work? An useful way of explaining the complex dynamics of relationships is through the motivational model. To raise teaching quality to let students to feel teachers need provide structured interactions in which teaches need set high standards, clear expectations and reasonable limits for students' behaviors and performance and consistently follow through on their demands. Optimal structure includes teachers' confidence in students' abilities as well as help students figure out how to reach high levels of understanding and performance. Finally, teachers' autonomy support shapes student motivation, when teachers treat students with respect and seek out, listen to and value their opinions. Therefore, it has good relationship between the teacher and whose students. Then, students feel who are considered and feel the teacher can provide good educational ( teaching) quality as the same time . So, every teacher needs consideration to student's engagement of emotion.