"I took my students to the computer room. I suggested them to do some writing. All they did was send messages to their friends." Why did that happen?

"I took my students to the computer room. I suggested them to do some writing. All they did was send messages to their friends." Why did that happen? Correct Answer The teacher did not provide clear instructions. 

Instruction is the complex process by which learners are provided with a deliberately designed environment to interact with, keeping in focus the pre-specified objective of bringing about specific desirable changes.

Key Points

  • The most important role of the teacher is to be a good organizer. The students must know what they are expected to do. In case the student doesn‘t understand what s/he is supposed to do, there would be confusion and the activity would prove to be ineffective.
  • By organization we mean all the stages of teaching-learning, such as instructions, demonstration (if need be), organizing group work, pair work, individual work, and then finally feedback to be taken from the students to see how well they‘ve assimilated the activity.
  • In the above-mentioned situation, the teacher did not provide clear instruction on what they ought to do with the computer. If the teacher had given clear instructions, the students would have followed those instructions to meet those expectations.

From the above points, we can conclude that in the above-mentioned situation, the teacher did not provide clear instruction.

Related Questions

Read the passage carefully and select the best answer to each question out of the given four alternatives. By practicing mindfulness and other principles, we become more aware of and present to our fears and others fears, bearing witness as a way of healing andempowering. We see the spiritual path as intertwined with the path of social action, with contemplation and action parts of the same whole, each nourishing andguiding the other. Acknowledging that our well-being depends on others makes caring for others well-being a moral responsibility.
Through a “mindful citizen” exercise, we create a story articulating who we are as individuals who are also part of communities. This exercise helps us move beyond cynicism, complacency, and despair, instead infusing us with a sense of purpose. We embrace our gifts, resolving to do our part to promote a sense of common humanity as a means toward social justice.
With this exercise, I believe we can help students bridge their divides and replace anger and distrust with compassionate connections – just as I witnessed betweenShirley and Tiffany.
Shirley returned to class after a brief hiatus, keeping a cool distance from Tiffany. But over the weeks spent together they gradually came to know each other. They practiced seeing and listening, sharing stories so different that they felt bewildered as to how they could overcome the gap. But they found that acknowledging their differences led them to discover a place of deep connection in commonalities, such as being raised by grandmothers, and even wounds, including childhood trauma,that they never imagined existed.
In assessments of these classes, students say that these small groups become “healing communities,” where we overcome victimization and claim agency. Healingoccurs as we transcend an “us vs. them” mentality, crossing borders and forging connections. These communities show a way of reducing intergroup prejudice andfostering inclusion based in psychology research and pedagogical practice. How students can replace their anger and distrust?