Learners Achievement Quotes

The possibility of the dream gives strength.

No matter how dysfunctional your background, how broke or broken you are, where you are today, or what anyone else says, YOU MATTER, and your life matters!

If you wish to break with tradition, learn your craft well, and embrace adversity

With great enthusiasm and determination you will master the art in your field.

Be a life-long learner. Whether you are seeking to achieve peace and harmony, learn a new technology to do your work faster, or design a strategy to blow your competitors out of the water, retraining is a pivotal way to strengthen your knowledge and realize your goals

The obstacles were intended to be a distraction from the goal. You must keep a persistence focus to realise the goal.

Blessed is the person who desired to read the Holy Scriptures. It’s brings great reward to those who believe, trust and obey the Holy instructions.

Nothing great was ever achieved without a personal sacrifice. You have to pay the price to realize your goals.

I will pursue the dream, no matter how long it takes to fulfil it.

Knowledge is learning without a limit.

Be strong, be confident and be determined.

Be daring, be passionate and persistently pursue your dreams.

Pursue your dreams. You will be amazed about what you can achieve it.

I can do it! I can do it!! I can do it!!!

You were born a giver, don't die a taker. You were born an earner, don't die a begger. You were born a sharer, don't die a hoader. You were born a lover, don't die a hater. You were born a builder, don't die a destroyer. You were born a creator, don't die an immitator. You were born a leader, don't die a follower. You were born a learner, don't die a teacher. You were born a doer, don't die a talker. You were born a dreamer, don't die a doubter. You were born a winner, don't die a loser. You were born an encourager, don't die a shamer. You were born a defender, don't die an aggressor. You were born a liberator, don't die an executioner. You were born a soldier, don't die a murderer. You were born an angel, don't die a monster. You were born a protecter, don't die an attacker. You were born an originator, don't die a repeater. You were born an achiever, don't die a quitter. You were born a victor, don't die a failure. You were born a conqueror, don't die a warrior. You were born a contender, don't die a joker. You were born a producer, don't die a user. You were born a motivator, don't die a discourager. You were born a master, don't die an amateur. You were born an intessessor, don't die an accusor. You were born an emancipator, don't die a backstabber. You were born a sympathizer, don't die a provoker. You were born a healer, don't die a killer. You were born a peacemaker, don't die an instigater. You were born a deliverer, don't die a collaborator. You were born a savior, don't die a plunderer. You were born a believer, don't die a sinner.

Dare to climb higher heights.

I love to challenge myself to greater heights.

I admire successful men and women who endured and overcome unusual circumstances to fulfill their dreams.

Believe in yourself, you can do great things!

My aim is to sort the jumble of information we throw at these children and present it in such a way that they will have a greater chance of achieving independence and fulfilment.

One giver is greater than a thousand takers. One earner is greater than a thousand beggars. One achiever is greater than a thousand quitters. One performer is greater than a thousand complainers. One learner is greater than a thousand teachers. One creator is greater than a thousand imitators. One leader is greater than a thousand followers. One thinker is greater than a thousand dreamers. One conqueror is greater than a thousand warriors. One master is greater than a thousand amateurs. One encourager is greater than a thousand haters. One victor is greater than a thousand failures.

Givers are worth more than takers. Earners are worth more than beggars. Sharers are worth more than hoarders. Lovers are worth more than haters. Builders are worth more than destroyers. Creators are worth more than imitators. Leaders are worth more than followers. Learners are worth more than teachers. Doers are worth more than talkers. Dreamers are worth more than doubters. Winners are worth more than losers. Encouragers are worth more than detractors. Defenders are worth more than aggressors. Liberators are worth more than jailers. Soldiers are worth more than murderers. Angels are worth more than monsters. Protectors are worth more than attackers. Originators are worth more than copiers. Achievers are worth more than quitters. Victors are worth more than failures. Conquerors are worth more than warriors. Contenders are worth more than spectators. Producers are worth more than users. Motivators are worth more than discouragers. Masters are worth more than amateurs. Intercessors are worth more than accusers. Emancipators are worth more than backstabbers. Sympathizers are worth more than provokers. Healers are worth more than killers. Peacemakers are worth more than instigators. Deliverers are worth more than collaborators. Saviors are worth more than invaders. Believers are worth more than sinners.

Study skills really aren't the point. Learning is about one's relationship with oneself and one's ability to exert the effort, self-control, and critical self-assessment necessary to achieve the best possible results--and about overcoming risk aversion, failure, distractions, and sheer laziness in pursuit of REAL achievement. This is self-regulated learning.

They have a right to expect language courses, like medical treatments, to be relevant and, ideally, to be designed just for them or, at the very least, for learners like them. That is why, to be rational, relevant, and successful, language course development should begin with an identification of learners' goals and an analysis of their present or future communicative needs to achieve those goals.

educators, we have to recognize that we help maintain the achievement gap when we don’t teach advance cognitive skills to students we label as “disadvantaged” because of their language, gender, race, or socioeconomic status. Many children start school with small learning gaps, but as they progress through school, the gap between African American and Latino and White students grows because we don’t teach them how to be independent learners. Based on these labels, we usually do the following (Mean & Knapp, 1991): Underestimate what disadvantaged students are intellectually capable of doing As a result, we postpone more challenging and interesting work until we believe they have mastered “the basics” By focusing only on low-level basics, we deprive students of a meaningful or motivating context for learning and practicing higher order thinking processes

I Should Have Told You Child, I love you I wished to be with you longer But I had to go to a place up yonder My time on Earth was over There is something I should tell I hope you receive it well Here is a vital fact Not every parent might share Please lend me an ear Learn while you can I want you to know That life comes with its highs and lows Stand for yourself, whether or not it snows Pray more and fast more Trust the Lord your God When storms come your way Do not doubt your faith Put on a brave face Run in the right lane You shall win the race Be a good learner Always be eager To become an achiever Keep being a dreamer Never fear to be a leader Because you were born to prosper And that my adorable one Is what I should have told you

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it? 1. Preparation = Success! “If you fail to prepare, you're prepared to fail.” —Mark Spitz, Gold Medalist, Swimming 2. Learning is lifelong “Never put an age limit on your dreams.” —Dara Torres, Gold Medalist, Swimming 3. Failure is opportunity "One shouldn't be afraid to lose” —Oksana Baiul, Gold Medalist, Figure Skating 4. The only person who can stop you is yourself “This ability to conquer oneself is no doubt the most precious of all things sports bestows.” —Olga Korbut, Gold Medalist, Gymnastics 5. Learning is fun! “If you're not having fun, then what the hell are you doing?” —Allison Jones, six-time Paralympian 6. You have to be in it to win it “Failure I can live with. Not trying is what I can't handle.” —Sanya Richards-Ross, Gold Medalist, Track & Field There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don’t get started in the first place.

The Singaporean study also identified three specific conditions that promoted productive failure. First, failure is best when it promotes a sense of challenge and engagement versus frustration. Frustration, of course, is the feeling that you are going nowhere at top speed, so there has to be a sense of progress and achievement. You can’t just hand a child a calculus equation and expect productive failure. It has to be within their capabilities and they have to be able to see improvement.  Second, failure is best when learners have the opportunity to elaborate on what they are doing and thinking, as was done in a group setting during the study. When you can narrate what you’re doing, instead of toiling away in silence, it can help shed light on your efforts because you’re actively thinking about what you’re doing and analyzing it. Often, thinking out loud leads to solutions that wouldn’t have appeared otherwise. Third, failure is best when learners have the chance to compare solutions that work, and solutions that don’t. This is what happens when you aren’t shown the exact path every single time. You recognize the red flags of failure and gain intuition when something seems right or wrong.

Evidence-based learning helped my learners shift the focus from “playing school” to “achieving a standard.” However, when I threw out grades completely and purged classwork of numbers to achieve, my students started to learn for the sake of learning. They began to attempt class work with a new mindset—one of collegiality and growth, not compliance and immobility.

A ministerial report published in May 2016 found ‘widespread practices of improper and unfair influence affecting the outcomes of the appointment of educators’, and that the ‘current process for selecting candidates for appointment in the education sector is riddled with inconsistencies’. It concluded that ‘where authority is weak, inefficient and dilatory, teacher unions [the South African Democratic Teachers’ Union, SADTU] move into the available spaces and determine policies, priorities and appointments, achieving undue influence over matters which primarily should be the responsibility of the Department [of Basic Education]’.155 The report followed widespread coverage of corruption and abuse of learners, including teachers paying union officials to appoint them to senior positions, and demands for sex in return for jobs. A January 2017 article in The Economist (‘South Africa has one of the world’s worst education systems’) found that: ‘A shocking 27% of pupils who have attended school for six years cannot read, compared with 4% in Tanzania and 19% in Zimbabwe. After five years of school about half cannot work out that 24 divided by three is eight. Only 37% of children starting school go on to pass the matriculation exam; just 4% earn a degree.’156

Some researchers used to believe that people had different learning styles—that some people are right brain and some are left brain; some are auditory and some are visual learners. There’s almost no credible evidence to support this view. Instead,

tests are constructed and normed on native English speakers and may not provide valid inferences about the achievement of English Language Learners. Psychometric

1. what the business wants or needs to achieve operationally (such as some sort of measurable goal) 2. what learners perceive as useful, relevant, engaging, and a valuable use of their time and effort 3. what can be realistically implemented and sustained given technology or environmental constraints that exist for the business and the targeted users.

Active Learning that is aimed at solving specific problems is the marriage of attention and intention and leads to positive outcomes for both the learner and beneficiaries of their output. Active learning can help you achieve a state of flow.

Learners can achieve their absolute best in this way – if we expect it of them, believe in them and persevere.

Dieters need to know they’re losing weight, even if gradually. We can help learners to weigh their English,  that is to realise their sense of achievement, or competence, in various ways. For example, we can set challenging but manageable tasks, give them tests, record them speak and have them listen a month later and notice the improvement and of course encourage and praise. The same principles apply when learners practise away from class. One reason we need to spend some time in class discussing what the learners do outside class is to create the opportunity for feedback (from the teacher and from fellow students), to say ‘Well done’, ‘Keep it up’ or ‘Go on, give it a go’. In addition, we can provide expert knowledge about which activities are right for them in terms of level and appropriacy.

Students can use this framework to set a goal and refer back to it when evaluating their achievements. Here’s an example from an intermediate student: Specific – He has the goal of telling stories with more accurate use of tenses. Measureable – He records himself telling an anecdote today and again in a week’s time after he has practised. Agreed – He seeks the agreement of the teacher to confirm that it is a priority he needs to work on to be more easily understood. Realistic – He’s not expecting miracles! 100% precision in all the narrative tenses after a week, for example, is probably not realistic. Time bound – He reckons on a week to give him enough time to improve. He’s earmarked three slots through the week to practise.

Learning planning Once goals have been set, we need to focus our attention on the means of achieving them. We must align the two or three hours’ a week class time with the students’ personal goals as much as possible, of course, but not to the detriment of the 100 plus remaining hours of waking time which could potentially be directed towards practising English. As teachers, then, we need to think about learning planning, not just lesson planning. By dedicating just 2 or 3 per cent more waking time to English, students can effectively double their English language life! Any impact this has will be far greater than just having a successful lesson. So what can teachers do to help make this happen? With just a few sessions devoted to learning planning early on in a course of study, followed up with occasional check-ups, students can set off on a path to much greater success than relying on the lessons alone. Lesson time well spent!

Goals have been set and a plan of action agreed upon; this constitutes the setting up period of the programme and will take some time at the beginning. The coach’s role now shifts to one of monitoring the learners as they pursue their goals and practise English as they have planned to do. Just as the weight watchers weigh themselves at each meeting, students need to measure their progress, celebrate success and, when they don’t achieve their goals, reflect on why. The coach is there to lend support and guidance. For this to happen, lessons should now regularly address the learners’ language lives outside of class. This needs to be established as part of the routine of the classroom. Decide when and how often you wish to coach them, but we suggest a minimum of 10% of class time devoted to it. That means at least 20 minutes a week if you have lessons 3 hours a week. In this time, you can: •  let your learners share how they are feeling about English. Revisit the activities in the Motivate! section. •  let learners share their favourite activities and techniques for learning English. One format for letting learners do this is suggested in the activity 'Swap Shop'. Another is to nominate a different student each week to tell the class about one technique, website, activity, book or other resource that they have used to practise English and to talk about why and how they use it. •  set specific activities for language practice from the Student’s Book •  tell students to try out any activities they like from the Student’s Book •  demonstrate specific activities and techniques from websites and other sources. This can be more effective than just telling them. If they see how good it is and try it out for themselves in class, they will be more likely to do it on their own.

Always work enthusiastically.

Define yourself. Define your passion. Define your success.

Nothing great could ever be achieved, without personal force, determined spirit and self-confidence.

older learners are more efficient than younger learners. By using their metalinguistic knowledge, memory strategies, and problem-solving skills, they make the most of second or foreign language instruction. In educational settings, learners who begin learning a second language at primary school level do not always achieve greater proficiency in the long run than those who begin in adolescence. Furthermore, there are countless anecdotes about older learners (adolescents and adults) who achieve excellence in the second language.

Decisions about when to start second language instruction in schools should be based on realistic goals and on realistic estimates of how long it takes to achieve them. One or two hours a week will not produce advanced second language speakers, no matter how young they were when they began. Older learners may be able to make better use of the limited time they have for second language instruction.

Despite compelling new knowledge about learning, how the brain works, and what constitutes effective classroom groupings, classrooms have changed little over the past 100 years. We still assume that children of a given age are enough like each other that they can and should traverse the same curriculum in the same fashion. Further, schools act as though all children should finish classroom tasks as near to the same moment as possible, and that school year should be the same length for all learners. To this end, teachers generally assess student content mastery via tests based on specific chapters of the adopted textbook and summative tests at the end of designated marking periods. Teachers use the same grading system for all children of a given age and grade, whatever their starting point at the beginning of the year, with grades providing little if any indication of whether individual students have grown since the previous grading period or the degree to which students' attitudes and habits of mind contributed to their success or stagnation. Toward the end of the school year, schools administer standardized tests on the premise that all students of a certain age should have reached an average level of performance on the prescribed content by the testing date. Teachers, students, and schools that achieve the desired level of performance are celebrated; those that do not perform as desired are reprimanded, without any regard to the backgrounds, opportunities, and support systems available to any of the parties. Curriculum often has been based on goals that require students to accumulate and retain a variety of facts or to practice skills that are far removed from any meaningful context. Drill-and-practice worksheets are still a prime educational technology, a legacy of behaviorism rooted firmly in the 1930s. Teachers still largely run "tight ship" classes and are likely to work harder and more actively than their students much of the time.

To be sure, many adult second language learners achieve excellent language skills. One often sees reference to Joseph Conrad, a native speaker of Polish who became a major writer in the English language, and it is not uncommon to find adult second language learners with a rich vocabulary, sophisticated syntax, and effective pragmatic skills, even though there may be subtle differences between their language use and that of those who began learning the language while very young.

Mark Patkowski (1980) studied the relationship between age and the acquisition of features of a second language other than pronunciation. He hypothesized that, even if accent were ignored, only those who had begun learning their second language before the age of 15 could achieve full, native-like mastery of that language. Patkowski studied 67 highly educated immigrants to the United States. They had started to learn English at various ages, but all had lived in the United States for more than five years. He compared them to 15 native-born Americans with a similarly high level of education, whose variety of English could be considered the second language speakers’ target language. The main question in Patkowski’s research was: ‘Will there be a difference between learners who began to learn English before puberty and those who began learning English later?’ However, he also compared learners on the basis of other characteristics and experiences that some people have suggested might be as good as age in predicting or explaining a person’s success in mastering a second language. For example, he looked at the total amount of time a speaker had been in the United States as well as the amount of formal ESL instruction each speaker had had. A lengthy interview with each person was tape-recorded. Because Patkowski wanted to remove the possibility that the results would be affected by accent, he transcribed five-minute samples from the interviews and asked trained native-speaker judges to place each transcript on a scale from 0 (no knowledge of English) to 5 (a level of English expected from an educated native speaker). The findings were quite dramatic. The transcripts of all native speakers and 32 out of 33 second language speakers who had begun learning English before the age of 15 were rated 4+ or 5. The homogeneity of the pre-puberty learners suggests that, for this group, success in learning a second language was almost inevitable. In contrast, 27 of the 32 post-puberty learners were rated between 3 and 4, but a few learners were rated higher (4+ or 5) and one was rated at 2+. The performance of this group looked like the sort of range one would expect if one were measuring success in learning almost any kind of skill or knowledge: some people did extremely well; some did poorly; most were in the middle.

You ought to learn as best as you can.

Every man must seek self-enlightenment

The time is now. What you have to do, do it now.

support – a coach helps individual coachees, or clients, through certain processes, decisions or problems goals – the aims or goals of the coachee are clearly defined near the start of the coach-coachee relationship. A path to that goal is mapped out and followed. facilitation – coaching uses many different techniques but they are predominantly facilitating in style. A coach is someone whose job is to help people learn rather than to teach them. questions – One way that coaches help rather than teach is by asking questions. This way, coachees articulate for themselves what they want and how to get there and, in so doing, show that the answers lie in the coachee, not the coach. listening – Coaches are genuinely interested. Their curiosity leads them to a better understanding of their coachees’ hopes and goals, as well as their worries and doubts. optimism – Coaches help their coachees to realise their possibilities, to realise that yes, they can achieve their goals.

Isn’t it strange then that the focus in our profession is on teaching techniques and classroom activities, not learning techniques, motivation and self-study activities? The focus in course books, training courses, workshops, articles and websites tends to be on supporting teachers in creating effective classroom events (teacher goals) rather than supporting students in achieving their ambitions with the language (learner goals). Good lessons will always help students, of course, and can contribute to student commitment to learning the language, but if we focus exclusively on lessons, we will miss the opportunity to leverage the potential every student has to practise more and make quicker progress.

Mistakes are stepping stones for great achievement.

Certainly, it seems that having a large vocabulary is a pre-requisite for proficiency in the receptive skills. As Bhatia Laufer (1997: 31) puts it: ‘By far the greatest lexical obstacle to good reading is insufficient number of words in the learner’s lexicon. [In research studies] lexis was found to be the best predictor of success in reading, better than syntax or general reading ability.’ How many words, then, are sufficient to push learners over the threshold, beyond which texts start to make sense? In the 1990s, the bar was set at around 90 percent, i.e. comfortable reading could be achieved if 90 percent of the words in any given text were familiar to the reader. Ninety percent represents a receptive vocabulary of around 3,000 words. Since then, the figure has crept inexorably upward. But the

Chinese learners of English, all of whom were rated as having achieved a high degree of communicative proficiency, Ding (2007) tracks the role that the rote learning of huge quantities of text played in their linguistic accomplishments. As the abstract reports, ‘The interviewees regarded text memorization and imitation as the most effective methods of learning English. They had been initially forced to use these methods but gradually came to appreciate them’ (ibid.: 271). What they memorized, as part of their conventional schooling, was entire coursebooks (New Concept English by Louis Alexander, in one case) as well as the screenplays of whole films: ‘Some of them said that when they speak English, lines from movies often naturally pop out, making others think of their English as natural and

Teachers achievements does not requires their positions. Because real teacher must not focus in certificates but instead the experiences he encounter to the learners,that he touches the future he teach.

Assessment OF Learning is summative and used to confirm what learners know and can do so teachers concentrate on ensuring that they have used assessment to provide accurate and sound statements of learners’ proficiency. Assessment FOR Learning provides information about what learners already know and can do so that teachers can design the most appropriate next steps in instruction so the teacher and peers can offer feedback to the learner throughout the learning process. Assessment AS Learning is where learners reflect on their own learning, monitor their progress, and make adjustments to their learning so that they achieve deeper understanding.

The findings suggest that the teachers should relax their control and allow the students more freedom to choose their own topics so as to generate more opportunities for them to participate in classroom interaction. Doing so might foster a classroom culture that is more open to students’ desire to explore the language and topics that do not necessarily conform to the rigid bounds of the curriculum and limited personal perspectives of the teachers (2010: 19). At the same time, this assumes a common denominator of shared community, a community of practice in which the learners all feel themselves to be members, with the rights and duties that such membership entails. This means the teacher needs to work, initially, on creating – and then sustaining – a productive classroom dynamic. Managing groups – including understanding, registering and facilitating their internal workings – is probably one of the teacher’s most important functions. But, whatever the classroom dynamic, there will still be learners who feel an acute threat to ‘face’ at the thought of speaking in another language. It’s not just a question of making mistakes, it’s the ‘infantilization’ associated with speaking in a second language – the sense that one’s identity is threatened because of an inability to manage and fine-tune one’s communicative intentions. As Harder (1980) argues, ‘the learner is not free to define his [sic] place in the ongoing [L2] interaction as he would like; he has to accept a role which is less desirable than he could ordinarily achieve’. Or, as he more memorably puts it: ‘In order to be a wit in a foreign language you have to go through the stage of being a half-wit – there is no other way.

The challenge of leveraging standards is in how they are used. Standards can be used in a transactional manner that maintains the status quo of student experience and achievement in schools, or they can be leveraged in a manner that transforms the roles of teachers and learners.

Can you remember when you finished primary, how about when you passed matric, graduation day, your learner's & license, getting your first salary slip and the most valuable of them all; having your first child, walking down the isle and even buying your first car:-) These are the common feelings from all those achievements: Gratitude, Fulfillment, Joy, Appreciation, Pride & your Worthiness. Now go achieve more

target still seems achievable. For example, Eldridge et al. (2010: 82) investigated the vocabulary needs of learners who are studying school subjects in a second language, and found that the evidence ‘suggests a distinct lexical threshold of around 1,600–1,700 of the most frequent word families.’ (A word family is a group of words that share the same root but have different affixes, as in care, careful, careless, carefree, uncaring, carer; 1,600 to 1,700 word families represent around 6,000 individual words.) They add that ‘students who fall even 200 or 300 word families below the threshold seem to have a vastly reduced vocabulary in total and consequently find it extremely difficult to cope with content studies in the medium of English.

Use your special gifts to fulfil your divine purpose.

Great athletes practice, train, study, and develop. So do great learners. As students empowering ourselves with knowledge, what can we learn from Olympic-caliber athletes about success, and how to achieve it? 1. Preparation = Success! “If you fail to prepare, you're prepared to fail.” —Mark Spitz, Gold Medalist, Swimming 2. Learning is lifelong “Never put an age limit on your dreams.” —Dara Torres, Gold Medalist, Swimming 3. Failure is opportunity "One shouldn't be afraid to lose” —Oksana Baiul, Gold Medalist, Figure Skating 4. The only person who can stop you is yourself “This ability to conquer oneself is no doubt the most precious of all things sports bestows.” —Olga Korbut, Gold Medalist, Gymnastics 5. Learning is fun! “If you're not having fun, then what the hell are you doing?” —Allison Jones, six-time Paralympian 6. You have to be in it to win it “Failure I can live with. Not trying is what I can't handle.” —Sanya Richards-Ross, Gold Medalist, Track & Field There are always new skills to learn, new challenges to overcome, new ways to succeed. The only guarantee of failure is if you don’t get started in the first place.

reading ebooks and print books, and is incredibly convenient (it can be done while driving, walking, or making coffee). Many of the most effective people learned to become world-class learners. Apply the power of proximity. Find role models. Befriend and learn from mentors. Make friends with people smarter than you and more successful in fields you are interested in. Build not just networks but genuine relationships; when you collaborate with these key people, you can lean on them when a need arises. Break away from consistent groupthink. Talk with and learn from people different from you. Be open to dialogue with acquaintances and even select strangers, as you may uncover interesting

If the primary goal of the school is to raise test scores, the bubble-kid approach, although morally bankrupt, makes some sense because the lowest-achieving learners are so far behind that providing them intensive resources will likely not show immediate gains in the school’s state assessment scores. But if the goal is to help all students learn at high levels, this approach will do nothing for the students most in need.

Teaching music to beginners is a rewarding journey that requires patience, creativity, and effective instructional strategies. Whether you're introducing young children to their first instrument or guiding adult learners through the basics of music theory, creating engaging lessons is essential for fostering a love for music and promoting skill development. In this blog, we'll explore practical strategies and techniques for teaching music to novices, focusing on methods that inspire enthusiasm, facilitate learning, and cultivate musical growth. Before diving into the lesson material, it's essential to establish clear learning objectives that outline what students will be able to accomplish by the end of each session. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART), providing students with a clear roadmap for their musical journey. By clearly defining learning goals as emphasized by music teachers like Charles Barnett, students can understand what is expected of them and track their progress over time, enhancing motivation and accountability. Moreover, aligning learning objectives with students' interests, abilities, and developmental stages can help tailor the lesson content to their individual needs and preferences. Whether the goal is to master basic instrumental techniques, understand musical notation, or develop ear training skills, ensuring alignment between objectives and student expectations is crucial for creating engaging and effective music lessons.

Let’s take this line of thinking one step further. Let’s assume you want your child to be a hard worker, but if you’re continuously belittling them for falling short, not working hard enough, or failing to meet your standard of what defines a hard worker, they will likely only become discouraged. Rather, consider speaking to your child as if they are already a hard worker (the way you want them to be), even if they aren’t yet there. Use language such as “you are a 100% effort person,” essentially willing their hardworking-ness into life. Even if your child has not yet achieved this point, you can vocalize the positive version of what’s to come, providing your child with a visual of who they want to become and a path to follow. When this is done, your child will be clear on the goal of who they should be striving to be. In her book Mindset, Dr. Carol Dweck,2 a professor at Stanford University and one of the globally recognized leading researchers in personality, social psychology, and developmental psychology, discusses another crucial element of providing effective feedback. Dr. Dweck discusses how praising a student for getting good grades by attributing this success to their natural abilities is actually detrimental feedback. Similarly, telling a child they did a great job, even if they really didn’t, can set them back, giving them a false sense of confidence. The more effective alternative is to focus on their effort during the project and not the results. If they get a good grade but didn’t work hard for the grade, then the feedback should focus on their effort. The goal is not just good grades. The goal is to instill good habits in learning. So, it’s important that the feedback you provide reflects this goal. A 2020 analysis3 explored the role of feedback in education and found that valuable feedback is critical to a child’s overall success and development. Specifically, feedback was shown to have a higher impact on academic achievement and the development of motor skills.

Becoming a creature of discomfort can unlock hidden potential in many different types of learning. Summoning the nerve to face discomfort is a character skill—an especially important form of determination. It takes three kinds of courage: to abandon your tried-and-true methods, to put yourself in the ring before you feel ready, and to make more mistakes than others make attempts. The best way to accelerate growth is to embrace, seek, and amplify discomfort. Going Out of Style There’s a popular practice in schools that has dissuaded many learners from seeking discomfort. It arose as a well-intentioned solution to a pervasive problem in the American education system. For

Secondary school literacy skills are more complex and more embedded in subject matters than in primary schools (Biancarosa & Snow, 2004).

This technocratic–instrumental perspective on teaching and teacher learning has advocated deference to so-called educational experts, a teacher-proofing of the curriculum, and a devaluing of teachers’ own innovations and decisionmaking in their classrooms (Herrera & Murry, 2016; Jackson, 2015; Leopard, 2013).

Receiving and providing feedback is an essential ingredient in achieving a lifetime full of growth and opportunity.

Maslow put forth that goals of education are human goals – that is, humanistic development or self-actualisation/self-transcendence of individuals. To achieve this, he stated that we need to guide our learners through intrinsic motivation for learning that helps them to self-identify themselves or their personalities. This is the realm of developing self-awareness in which learners identify their purpose (ideally a higher purpose than ordinarily finding some sort of employment) so that they are driven to it through intrinsic motivation, a phenomenon in the domain of emotion.

traditional ‘sage on the stage’ educational practices mainly allowed auditory-sequential learners to benefit mostly in a relative sense in terms of extrinsic measures of achievement, but not necessarily in deep learning or in inner transformations leading to self-actualisation/self-transcendence (Maslow, 1968; Maslow,

Rapid learning paves the way for learners to swiftly bridge gaps, achieving specific goals in a shorter span without compromising the quality of outcomes.

Rapid learning is not just about speed; it's about smart strategies that empower learners to swiftly conquer new materials, adapt to challenges, and achieve excellence in a fraction of the time.

Aimshala's Vision for Education: Empowering Educators, Enriching Lives In the heart of every learner's journey, there exists a light of inspiration, a guide through the moving seas of knowledge and discovery. This guide, often hidden and ignored, is the educator. At Aimshala, we understand the transformative power of educators not just in imparting knowledge, but in enriching lives and empowering minds. Our vision for education is deeply rooted in the belief that by empowering educators, we can create ripples of change that extend beyond classroom walls, enriching the lives of countless individuals and, by extension, society itself. The Unknown Heroes of Our Society Educators are the unknown heroes of our society, the architects of the future, shaping minds and inspiring hearts. They do more than teach; they awaken curiosity, instill resilience, and foster a lifelong love for learning. The impact of a passionate educator extends far beyond academic achievements; it touches on the very essence of who we become. At Aimshala, we recognize the challenges educators face daily juggling administrative tasks, adapting to new technologies, and meeting each student's unique needs. Yet, despite these hurdles, their commitment never wavers. They continue to light the path for their students, often with little recognition for their monumental impact. It's for these unsung heroes that Aimshala dedicates its mission: to empower educators and acknowledge their invaluable contribution to shaping our future. A Journey of Empowerment Empowerment is at the core of Aimshala's vision for education. But what does it truly mean to empower educators? It means providing them with the tools, resources, and support they need to thrive in their roles. It means creating an environment where their voices are heard, their challenges are addressed, and their achievements are celebrated. We believe in a holistic approach to empowerment. From continuous professional development opportunities to innovative teaching tools, Aimshala is committed to ensuring educators have what they need to succeed. But empowerment goes beyond material resources; it's about fostering a community of educators who can share experiences, challenges, and successes. A community where collaboration and support are the norms, not the exceptions. Enriching Lives Through Education Education has the power to transform lives. It opens doors to new opportunities, develops horizons, and builds bridges across cultures. Aimshala's vision extends to every student touched by our educators. By enriching the lives of educators, we indirectly enrich the lives of countless students. An enriched life is one of purpose, understanding, and continual growth. Through our support for educators, Aimshala aims to cultivate learning environments where students feel valued, respected, and inspired to reach their full potential. These environments encourage critical thinking, creativity, and the courage to question. They nurture not just academic skills but life skills—empathy, resilience, and the ability to adapt to change. Building a Future Together The future of education is a collaborative vision, one that requires the efforts of educators, students, families, and communities. Aimshala stands at the forefront of this collaborative effort, bridging gaps and fostering partnerships that enhance the educational experience for all. Technology plays a pivotal role in shaping this future. Aimshala embraces innovative educational technologies that make learning more accessible, engaging, and effective. However, we also recognize that technology is but a tool in the hands of our capable educators. It is their wisdom, passion, and dedication that truly transform education. At Aimshala, our vision for education is clear: to empower educators and enrich lives. We understand the challenges and celebrate the triumphs. We believe in the power of education to transform society.

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues

You can do the same. You can choose to see yourself as one of the fastest learners in the world. Once you do so, begin to evaluate yourself based on: How fast you can learn, and How willing you are to appear ignorant and face ridicule as you learn new skills. When your identity becomes tied to your willingness to learn, you’ll stop trying to look good, and you’ll let go of your desire to appear smarter than you are. Instead, you’ll humble yourself, knowing this is the best strategy to learn fast and achieve any goal you want.

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

To ask a question is to invest in attentiveness, to declare a stake in the answer and that is one of the many gifts of chess; you cease to be a passive recipient of information and become an active learner, an intrinsically rewarding experience. Playing chess is about posing questions to the opponent, and answering the questions they pose you. The little questions are always nested inside bigger ones. As you get better at the game you zoom into the most important questions quickly and you can sense that they are the most important questions because they speak to the conceptual ambiguity that holds your attention. Your overall question is, how can I check mate the opponents king? But the recurring questions that help you answer that include; What am I trying to achieve here? What happens if I go there? What do I do now? How will he respond to that? What does that knight want? The anti-philosopher Frederick Nietzsche saw more deeply into questions than most. We only hear those questions for which we are in a position to find answers.

In recent years, there’s been a lot of talk about the reasons behind the low performance of many students of color, English learners, and poor students. Rather than examine school policies and teacher practices, some attribute it to a “culture of poverty” or different community values toward education. The reality is that they struggle not because of their race, language, or poverty. They struggle because we don’t offer them sufficient opportunities in the classroom to develop the cognitive skills and habits of mind that would prepare them to take on more advanced academic tasks (Boykin & Noguera, 2011; Jackson, 2011). That’s the achievement gap in action. The reasons they are not offered more opportunities for rigor are rooted in the education system’s legacy of “separate and unequal” (Kozol, 2006; Oakes, 2005).

The key understanding for educators is to focus on strategies that build intrinsic motivation in learners to retain their natural sense of curiosity to learn, rather than undermine this force by incenting them to comply or achieve an external reward, such as a grade.

simply providing technology to learners doesn’t necessarily make their learning personalized. To achieve the satisfaction of being connected with content in meaningful ways, the learner must be at the center of the experience.