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How to Cultivate Focus and Emotion to Our Students?

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The Strategies  of Cultivating Focus and Emotion to the Students The Students entering into the classroom have diverse background, condition or situation, and potency. Majority of them have difficulties in focus and emotion, and it is not easy to tell them to cncentrate or focus in learning. They enter into the classroom with empty brain, and they do not have any purposes to go to school. Therefore, the alternative ways or strategies are very urgent. There are ten strategies that can be used to cultivate focus and emotion to our students in learning. Before understanding the strategies, we should know the definition of focus and emotion in advance. A. The definition of Focus and Emotion 1. The Definition of Focus In the educational context, focus denotes the capacity to direct one's attention and concentration towards a specific objective, subject, or task. This entails the ability to eliminate distractions, sustain attention over time, and actively participate in the learning proc...
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How to Give "a Praise" to Students

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Giving a praise to students

1. The Definition of  praises

          The word of ‘praise’  can be defined as a words, phrases, expressions, or statement that were used by the teacher to commend the students’ work. The praise was given not only to the students who undertook the test successfully, or gained the satisfied achievement, but also to the students who conducted the test poorly or made many mistakes in carrying out the test or the task.
            Brophy in Tap et al  defined praise as "to commend the worth of or to express approval or admiration."  Bennett in Tap et al defined as "any statement that 'makes a positive evaluation of an object, person, act or event.  Henderlong et al stated that praise refers to “positive evaluations made by a person of another’s products, performances, or attributes, where the evaluator presumes the validity of the standards on which the evaluation is based.

2)  The Purpose of   Praise
            The purpose of giving a praise in particularly towards the students who could conduct the task or test successfully was very urgent. Since, it  could not only urge and motivate their spirit and desires, but also to perform something better as challenge in the future. Jeffrey at al state that the teacher praise is universally recommended as an effective tool to increase students’ academic achievement and for social behavior in the classroom. Maureen et al stated that teachers regularly use praise as an instructional strategy to increase the occurrence of children's positive social and academic behaviors.
         So, if the teacher realized about the importance of the praise towards the students’ work and the students’ achievement, of course, they  did not ignore it. The praise was not only used to improve the students’ achievement in undertaking the test or the task, but also the praise could enhance the students, spirit and motivation. The praise is generally believed to have beneficial effects on students’ self-esteem, motivation, and performance. As a result, teachers are encouraged to use praise as a reinforcer of a desired behavior ( Lipnevich).

3)  The Mechanism of Praise
        The Mechanism of praise towards the students’ work could be conducted by expressing a word, phrase, sentence, or statement well and effectively. In addition, the praise should be short or simple and clear in order the students understood what the  teacher meant. For example, when one of the students could carry out the test successfully, the teacher coud praise with “good job”, or “You are a really good english student!". Here are some effective characteristics of praise that could be conducted by the teachers from some educational experts that cited by Maureen at al namely:
1) Praise should include specific statements about the appropriate behavior children displayed
   . Like,"You did a great job counting numbers or "I see everyone working very hard on this task."
2)  Praise should be contingent upon a desired behavior; that is, it should be provided immediately
      following the behavior.Praising the children later can diminish the effectiveness of praise.
3)  Praise should be teacher initiated. Effective praise requires a teacher to monitor children's
     behaviors and initiate praise in a timely manner rather than waiting for the children to elicit praise 
     from the teacher.
4)  Praise should focus on children's improvement and effort. That is,     praise should acknowledge 
     children's efforts and accomplishments   rather than being an evaluation of individual abilities and
     or outcomes. For example, a statement such as, "You are so smart!,  You certainly did well today,
     or I’m very proud of you.

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