PERSONALITY TRAITS

Rohwes W. Jr. et al. as cited by Sainz (2000) further discussed the teachers need to find

ways of determining whether or not her instruction have been successful. The procedure and

method of determining such success can take the form of test of various kinds to determine

whether the students have reached the objectives they have set for them.

Myers and Briggs (2003) developed a personality test based on Jung's temperaments

called the Myers-Briggs Type Inventory, or MBTI. It has gone on the become the most famous

personality test of all time. The traits are seen as opposites, and the first set is introversion and

extraversion. Introversion refers to a tendency to prefer the world inside oneself. The more

obvious aspects of introversion are shyness, distaste for social functions, and a love of privacy.

Extraversion is the tendency to look to the outside world, especially people, for one's pleasures.

Woolfolk (2001) describes intrinsic motivation as involving internal, personal factors

such as needs, interest, curiosity, and enjoyment. A student who is intrinsically motivated

undertakes an activity for its own sake, because the activity itself is rewarding. In contrast is

intrinsic motivation, in which the student engages in an activity in order to obtain a reward , or to

avoid a punishment.

Gordon Allport (1998) extensively investigated the ways in which traits combine to form

normal personalities, cataloguing over 18,000 separate traits over a period of 30 years. He

proposed that each person has about seven central traits that dominate his or her behavior.
 Hans Eysenck (1998) claimed that personality could be described based on three

fundamental factors: psychoticism (such antisocial traits as cruelty and rejection of social

customs), introversion-extroversion, and emotionality-stability (also called neuroticism).

TEACHING SKILLS

Tomlinson (1999) stated that teachers can differentiate content, process, and/or product

for students. Differentiation of content refers to a change in the material being learned by a

student. For example, if the classroom objective is for all students to subtract using renaming,

some of the students may learn to subtract two-digit numbers, while others may learn to subtract

larger numbers in the context of word problems. Differentiation of process refers to the way in

which a student accesses material. One student may explore a learning center, while another

student collects information from the web. Differentiation of product refers to the way in which a

student shows what he or she has learned. For example, to demonstrate understanding of a

geometric concept, one student may solve a problem set, while another builds a model.

http://www.teachervision.fen.com Authentic assessment, cooperative learning, inclusion

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you need to become a successful teacher, whether you're a new teacher or have been teaching for

many years.
 According to Blooms Taxonomy, teachers frequently spend a great deal of classroom

time testing students through questions. In fact, observations of teachers at all levels of education

reveal that most spend more than 90 percent of their instructional time testing students (through

questioning). And most of the questions teachers ask are typically factual questions that rely on

short-term memory.

Rhodes and Bellamy (1999) stated that a teacher tells, a facilitator asks; a teacher lectures

from the front, a facilitator supports from the back; a teacher gives answers according to a set

curriculum, a facilitator provides guidelines and creates the environment for the learner to arrive

at his or her own conclusions; a teacher mostly gives a monologue, a facilitator is in continuous

dialogue with the learners

Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment, which is a

way of assessing the true potential of learners that differs significantly from conventional tests.

Here the essentially interactive nature of learning is extended to the process of assessment.

Rather than viewing assessment as a process carried out by one person, such as an instructor, it is

seen as a two-way process involving interaction between both instructor and learner. The role of

the assessor becomes one of entering into dialogue with the persons being assessed to find out

their current level of performance on any task and sharing with them possible ways in which that

performance might be improved on a subsequent occasion.

INSTRUCTIONAL MATERIALS
 Siemens (2002) stated that instructional design can be defined as the systematic process

of translating principles of learning and instruction into plans for instructional materials and

activities. However, there are many different definitions for instructional design and all of them

are an expression of underlying philosophies and viewpoints of what is involved in the learning

process

Heinze, Aiso (2008) stated that the development of an individual student's achievement

depends on the achievement level of the specific classroom and therefore on the specific

mathematics instruction. Interest in mathematics could be regarded a predictor for mathematics

achievement. Moreover, he suggests that the students show hardly any fear of mathematics

independent of their achievement level.

Burgess (2000) stated that changes in society and workplace have exerted pressure on the

educational system. For instance, with increased internationalization, growing knowledge-

intensive work, and increasing use of information technology, schools are required to produce

graduates who do not only possess relevant knowledge but also interpersonal relations and

communication skills, ability to work in various contexts, and information literacy skills.

Wang & Woo (2007) to facilitate student-centered learning, many authors suggest the use

of media and technology.

Jonassen, Peck, & Wilson (1999) stated that learning technologies should shift their role

from being conveyors of information to a means for engaging students in thinking. More
specifically, technologies should be used to pose problems to students, provide related cases and

information resources, a social medium to support learning through collaboration and interaction,

and intellectual partners to support learning by reflecting.