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Issues that hinder Teaching and Learning in Education
== Issues that influence and hinder Learning and Teaching ==
There are many debatable issues within education that practitioners find have a detrimental effect on teaching and learning within their educational setting. From my experiences behaviour and the management of it is one of the biggest issues. There are strategies to deal with challenging behaviour, nevertheless there are situations where they don’t work and this is often reflected in student’s attitudes towards learning and teachers. Furthermore another issue, which is the participation level of girls in physical education (PE) can often be viewed as a worrying concern. This in turn can be seen as a factor that hinders the learning and assessment of female students in PE. Researchers Azzarito, Solmon & Harrison, 2006 ; Ennis, 1999; Enright & O'Sullivan, 2010, believe that this issue is not down to the students themselves but is often more than likely a problem within the curriculum, content and delivery of the subject.
However, as shown within previous research conducted by Anderson (1973) and Moos and Trickett (1974), the classroom learning environment has often been linked with issues of classroom management (Haydn, 2014: 32). It is believed that classroom environment often can have a negative outcome on the learning and attainment of students and hinder learning and teaching (Rutter & Maughan, 2002, cited in Haydn, 2014:32). This could be from a number of factors such as subject knowledge, the curriculum, workload/time constraints and communication between teachers and students.
Therefore teachers must look at ways of motivating and engaging students in order to increase participation levels and change challenging behaviour to positive behaviour. I believe that involving students in curriculum choices and their assessment process, as well as the use of data to obtain information on prior knowledge their interests and talents can help motivate students. Therefore many researchers believe that assessment practices can help address some of the issues faced. Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it (McTighe & O’Connor, 2008:10).”
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