达特茅斯代写Essay:卡温顿

2017-07-15 21:21

据卡温顿（1992）、学生从事某种行为被认为不利于学习，如避免寻求帮助，为了保护自我价值。学生容易受到成人或同龄人的负面评价，威胁自我价值感，并导致学生回避这些情况。因此，学生可以避免提问，如果他们觉得这样做会表现出缺乏知识或能力的研究结果也表明，学生能够很容易在教室时老师是性别相同的人。所说的一些原因是因为理解程度高，说话容易，交流更容易。达特茅斯代写Essay:卡温顿同一性别的教师在课堂互动水平上有差异。学生们承认，他们更倾向于发表自己的观点，因为他们有一个与性别有关的人。据霍尔姆隆德和崇德（2005），教师是学生的榜样。如果学生认同同性的榜样，这是可能的，性能将得到加强，当学生有一个老师自己的gender.according迪伊（2006），一类人教的，女孩更可能说的主题是不利于他们的未来和他们不太可能期待类或问问题。因此，女学生在课堂上活动的积极性降低，影响了他们在课堂上的表现。
达特茅斯代写Essay:卡温顿
According to Covington (1992), students engage in some behaviors considered detrimental to learning, such as avoiding seeking help, in order to protect self-worth. Situations in which students are likely to be judged negatively by adults or peers, threaten self-worth, and result in students' avoidance of these situations. Thus, students may avoid asking questions if they feel that doing so would demonstrate a lack of knowledge or ability.the findings also indicate that students are able to interact easily in the classroom when the teacher is of the same gender as them. Some of the reasons stated are because of the level of understanding, comfortable to talk, and easier to communicate. Having teacher of the same gender can make a difference on the level of interactivity in the classroom. Students admitted that they are more comfortable putting forth their opinions because they have someone that they can relate to in terms of gender. According to Holmlund and Sund (2005), teachers are the role models for the students. If students identify themselves more with same-sex role models, it is possible that performance will be enhanced when students have a teacher of their own gender.according to Dee (2006), in a class taught by a man, girls were more likely to say the subject was not useful for their future and they were less likely to look forward to the class or to ask questions. Therefore, female students have less motivation to be active in the classroom and that will affect their performance in class.

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