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1.
I
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RO
D
UCT
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O
N
T
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[
1
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Ma
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[
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Min
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[
9
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1
1
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.
T
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1
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1
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1
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1
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1
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teac
h
er
s
s
h
o
u
ld
u
s
e
r
ef
lectiv
e
p
r
ac
tice
to
r
ef
lect
-
f
or
-
ac
tio
n
,
r
ef
lect
-
in
-
ac
tio
n
an
d
r
ef
lect
-
on
-
ac
tio
n
[
2
3
-
2
5
]
to
m
ak
e
s
u
r
e
th
ey
ar
e
a
b
le
to
p
r
o
v
id
e
e
f
f
ec
tiv
e
in
s
tr
u
ctio
n
s
[
7
,
2
6
,
2
7
]
to
m
o
tiv
ate
th
e
s
tu
d
en
ts
to
lear
n
E
n
g
lis
h
lan
g
u
ag
e
[
2
8
]
an
d
to
f
u
lf
il
th
e
s
tu
d
en
ts
’
n
ee
d
s
,
p
ed
ag
o
g
ic
al
n
ee
d
s
,
cu
r
r
ic
u
lu
m
n
ee
d
s
an
d
teac
h
er
s
’
n
ee
d
s
[
1
9
-
2
2
]
.
A
ch
iev
in
g
ef
f
ec
tiv
e
teac
h
in
g
i
s
n
o
t
ju
s
t
g
o
o
d
in
s
tr
u
ctio
n
[
2
9
]
b
u
t
t
h
e
t
e
a
c
h
e
r
s
n
e
e
d
t
o
r
e
f
l
e
c
t
a
c
t
i
v
e
l
y
a
n
d
t
h
i
n
k
c
r
i
t
i
c
a
l
l
y
o
n
t
h
e
i
n
t
e
n
d
e
d
e
l
e
m
e
n
t
s
a
s
s
u
g
g
e
s
t
e
d
b
y
S
l
a
v
i
n
[
1
7
,
1
8
]
.
I
n
a
d
d
i
t
i
o
n
,
S
l
a
v
i
n
[
1
7
,
1
8
]
as
well
as
Dar
lin
g
-
Ham
m
o
n
d
[
1
]
f
o
u
n
d
th
at
r
ef
lecte
d
o
n
ac
c
u
r
ate
elem
en
ts
u
p
s
u
r
g
ed
teac
h
er
s
’
t
ea
ch
in
g
q
u
ality
f
o
r
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t.
T
h
u
s
,
th
ey
s
u
g
g
ested
teac
h
er
s
to
u
s
e
r
ef
lectiv
e
p
r
ac
tiv
e
to
b
e
m
o
r
e
f
lex
i
b
le
an
d
cr
ea
tiv
e
en
o
u
g
h
[
3
,
4
]
to
p
lan
th
e
teac
h
in
g
,
to
m
an
a
g
e
th
e
c
lass
r
o
o
m
an
d
t
o
d
eliv
e
r
th
e
le
s
s
o
n
b
y
tak
i
n
g
in
t
o
th
eir
co
n
s
id
er
atio
n
o
f
s
tu
d
en
t
s
’
p
r
io
r
s
k
ills
,
in
f
o
r
m
atio
n
,
m
o
tiv
atio
n
a
n
d
tim
e
n
ee
d
ed
to
lear
n
th
e
less
o
n
[
1
1
,
2
4
,
3
0
]
.
I
n
ad
d
itio
n
,
teac
h
er
s
n
ee
d
to
b
ea
r
in
m
in
d
; th
e
s
tu
d
en
ts
’
lear
n
in
g
p
r
o
c
e
s
s
w
a
s
a
f
f
e
c
t
e
d
b
y
t
e
a
c
h
e
r
s
’
t
e
a
c
h
i
n
g
s
t
y
l
e
s
a
n
d
s
t
u
d
e
n
t
s
’
i
n
d
i
v
i
d
u
a
l
’
s
b
e
h
a
v
i
o
u
r
,
c
o
g
n
i
t
i
v
e
n
e
e
d
s
,
t
h
o
u
g
h
t
s
a
n
d
f
e
e
l
i
n
g
s
[
1
6
,
3
1
,
3
2
]
to
en
ab
le
th
e
s
tu
d
en
ts
to
b
e
ac
tiv
e
lear
n
er
s
[
3
,
4
]
to
lear
n
,
ex
p
lo
r
e,
d
is
co
v
er
an
d
cr
ea
te
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
s
u
b
ject
th
ey
lear
n
[
1
,
1
9
,
33
-
3
5
]
b
as
ed
o
n
t
h
eir
lear
n
in
g
p
ac
e
[
2
6
,
3
5
]
.
T
h
er
e
f
o
r
e,
h
o
w
E
n
g
lis
h
la
n
g
u
a
g
e
teac
h
er
s
im
p
lem
en
t
r
ef
lectiv
e
p
r
ac
tice
in
teac
h
in
g
a
n
d
lear
n
in
g
p
r
o
ce
s
s
is
n
ee
d
ed
to
b
e
f
u
r
th
er
ex
p
l
o
r
ed
an
d
h
ig
h
lig
h
ted
to
im
p
r
o
v
e
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
i
n
lear
n
in
g
an
d
E
n
g
lis
h
lan
g
u
a
g
e
an
d
to
u
p
s
k
ill
th
e
teac
h
er
s
an
d
p
ar
en
ts
in
th
e
in
ten
d
e
d
co
m
m
u
n
ity
.
B
esid
es
th
at,
th
e
im
p
licatio
n
o
f
p
r
ac
ticin
g
r
e
f
lectiv
e
p
r
ac
tice
am
o
n
g
E
n
g
lis
h
lan
g
u
a
g
e
teac
h
er
s
will b
e
u
s
ef
u
l to
g
u
id
e
o
th
er
teac
h
er
s
wh
o
ar
e
f
ac
i
n
g
s
im
ilar
s
itu
atio
n
to
im
p
lem
en
t
r
ef
lectiv
e
p
r
ac
tice
an
d
f
ac
ilit
ate
th
em
s
elv
es to
im
p
r
o
v
e
an
d
p
r
o
d
u
ce
s
u
b
s
tan
tially
lar
g
er
lea
r
n
in
g
g
ain
s
.
T
h
is
in
tu
r
n
,
it h
elp
s
to
im
p
r
o
v
e
s
tu
d
e
n
ts
’
lear
n
in
g
a
n
d
to
i
n
cr
ea
s
e
th
eir
tea
ch
in
g
e
f
f
ec
tiv
en
ess
[
3
,
4
]
.
T
ea
ch
in
g
E
n
g
lis
h
la
n
g
u
a
g
e
t
o
n
o
n
-
n
ativ
e
lear
n
er
s
is
ch
a
llen
g
in
g
[
2
1
]
.
T
h
e
n
o
n
-
n
ativ
e
E
n
g
lis
h
lan
g
u
ag
e
teac
h
er
s
n
ee
d
to
p
lay
th
eir
r
o
les
to
m
an
a
g
e
a
n
d
d
ir
ec
t
th
eir
teac
h
in
g
p
r
o
ce
s
s
ef
f
ec
tiv
ely
to
m
a
k
e
s
u
r
e
th
ey
ar
e
n
o
t
j
u
s
t
d
eliv
er
i
n
g
th
e
tellin
g
p
r
o
ce
s
s
to
th
e
s
tu
d
e
n
ts
in
th
e
class
r
o
o
m
,
b
u
t
th
ey
a
r
e
teac
h
in
g
th
em
ef
f
ec
tiv
ely
[
1
,
2
1
]
.
B
esid
es
th
at,
a
d
is
cu
s
s
io
n
o
f
s
tu
d
en
ts
’
ac
h
iev
em
en
t
alwa
y
s
b
eg
in
s
with
teac
h
er
s
’
r
ef
lectiv
e
teac
h
in
g
ac
tiv
ities
wh
ich
is
ass
o
ciate
d
to
im
p
r
o
v
e
s
tu
d
en
ts
’
ac
h
iev
em
e
n
t
in
lear
n
in
g
E
n
g
lis
h
l
an
g
u
ag
e
[
1
,
1
0
]
.
I
n
th
e
c
u
r
r
en
t
s
ce
n
ar
io
,
teac
h
in
g
E
n
g
lis
h
lan
g
u
a
g
e
as
a
s
ec
o
n
d
lan
g
u
ag
e
is
co
m
p
u
ls
o
r
y
in
Ma
lay
s
ia
b
u
t
E
n
g
lis
h
lan
g
u
a
g
e
teac
h
er
s
lack
o
f
r
ef
lectiv
e
s
k
ills
an
d
th
ey
n
ee
d
g
u
id
elin
es
to
r
ef
lect
cr
itically
to
teac
h
E
n
g
lis
h
lan
g
u
ag
e
ef
f
ec
tiv
ely
[
2
2
,
2
8
,
3
6
]
.
At
th
e
s
am
e
tim
e,
th
ese
n
o
n
-
n
ativ
e
E
n
g
lis
h
lan
g
u
ag
e
teac
h
er
s
also
n
ee
d
to
b
e
co
m
p
eten
t
in
E
n
g
li
s
h
lan
g
u
ag
e
to
teac
h
less
o
n
s
i
n
Seco
n
d
L
an
g
u
a
g
e
s
ettin
g
[
2
1
]
.
I
t
is
b
ec
au
s
e
th
e
teac
h
er
s
wh
o
wan
ted
to
teac
h
E
n
g
lis
h
lan
g
u
ag
e
ef
f
ec
tiv
el
y
,
n
ee
d
to
r
e
f
lect
o
n
th
ei
r
s
tr
en
g
t
h
s
an
d
wea
k
n
ess
es
to
en
ab
le
th
em
to
im
p
r
o
v
e
t
h
eir
k
n
o
wled
g
e
o
f
th
e
lan
g
u
ag
e
t
o
b
e
tau
g
h
t in
-
d
ep
th
[
1
9
]
.
Ap
ar
t
f
r
o
m
th
at,
th
e
teac
h
er
s
also
n
ee
d
t
o
f
in
d
th
e
b
est
r
e
f
l
ec
tiv
e
teac
h
in
g
an
d
lear
n
in
g
a
p
p
r
o
ac
h
es
to
teac
h
E
n
g
lis
h
to
t
h
eir
m
u
ltil
in
g
u
al
s
tu
d
en
ts
wh
o
als
o
h
av
e
a
m
u
ltip
le
lan
g
u
ag
e
b
ac
k
g
r
o
u
n
d
in
th
e
class
r
o
o
m
as
well
as
u
n
iq
u
e
co
m
p
lex
ities
teac
h
in
g
co
n
tex
t
s
[
3
7
]
.
B
ased
o
n
th
ese
r
ea
s
o
n
s
,
th
e
n
o
n
-
n
ativ
e
E
n
g
lis
h
lan
g
u
ag
e
teac
h
e
r
s
n
ee
d
to
r
ef
lect,
m
ak
e
m
o
d
if
icatio
n
an
d
im
p
r
o
v
em
en
t
i
n
th
ei
r
teac
h
in
g
as
to
m
ak
e
s
u
r
e
th
ey
ar
e
ab
le
to
p
lay
th
eir
r
o
les m
ea
n
in
g
f
u
lly
to
co
m
p
ly
with
th
e
cu
r
r
en
t e
d
u
ca
tio
n
n
e
ed
s
[
4
,
3
3
,
3
8
]
.
I
t is
also
n
ec
ess
ar
y
f
o
r
th
em
t
o
im
p
lem
en
t
s
o
m
e
r
ef
lectiv
e
teac
h
in
g
s
tr
ateg
ies
s
u
ch
as
class
d
i
s
cu
s
s
io
n
s
,
s
h
ar
in
g
s
to
r
ie
s
,
r
o
lep
lay
,
an
d
b
r
ain
s
t
o
r
m
in
g
s
ess
io
n
s
to
a
v
o
id
s
h
y
n
ess
an
d
u
n
willin
g
n
ess
to
u
s
e
E
n
g
lis
h
in
th
e
class
r
o
o
m
[
2
4
]
.
He
n
ce
,
th
e
t
ea
ch
er
s
also
n
ee
d
to
b
u
ild
g
o
o
d
in
ter
ac
tio
n
b
etwe
en
teac
h
er
an
d
s
tu
d
e
n
ts
b
y
p
r
o
v
id
i
n
g
ef
f
ec
tiv
e
class
r
o
o
m
m
an
ag
em
e
n
t
[
2
0
]
to
m
o
tiv
a
t
e
th
e
n
o
n
-
n
ativ
e
lear
n
er
s
to
l
ea
r
n
an
d
to
less
en
th
eir
d
if
f
icu
lties
to
lear
n
E
n
g
lis
h
lan
g
u
ag
e
[
7
,
2
0
,
3
4
,
3
9
]
.
T
h
er
ef
o
r
e
,
th
e
teac
h
er
s
n
ee
d
to
r
ef
lect
an
d
d
is
co
v
e
r
ap
p
r
o
p
r
iate
s
o
lu
tio
n
s
to
cr
ea
te
ef
f
ec
tiv
e
lear
n
in
g
atm
o
s
p
h
er
e
to
in
cr
ea
s
e
s
tu
d
en
ts
’
m
o
tiv
at
io
n
a
n
d
th
eir
co
m
p
et
en
ce
i
n
E
n
g
lis
h
[
2
5
,
2
8
,
3
7
,
4
0
]
.
Fo
r
th
e
ab
o
v
e
r
ea
s
o
n
s
,
it
is
im
p
o
r
ta
n
t
th
at
th
is
s
tu
d
y
b
e
ca
r
r
ie
d
o
u
t
to
ex
p
lo
r
e
t
h
e
im
p
lem
en
tatio
n
o
f
r
ef
lectiv
e
p
r
ac
tice
am
o
n
g
E
n
g
lis
h
lan
g
u
a
g
e
teac
h
er
s
at
p
r
im
ar
y
s
ch
o
o
l
i
n
im
p
r
o
v
in
g
th
eir
p
ed
a
g
o
g
ica
l
co
m
p
eten
ce
an
d
th
e
e
f
f
ec
tiv
en
ess
o
f
teac
h
in
g
E
n
g
lis
h
i
n
th
e
class
r
o
o
m
to
en
h
an
ce
s
tu
d
e
n
ts
’
en
th
u
s
iasm
in
lear
n
in
g
E
n
g
lis
h
lan
g
u
ag
e
e
s
p
ec
ially
in
Ma
lay
s
ian
co
n
tex
t
.
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I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
3
6
4
-
3
7
4
366
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
u
s
ed
q
u
alitativ
e
ca
s
e
s
tu
d
y
ap
p
r
o
ac
h
[
38
]
f
o
r
th
e
d
ata
co
llectio
n
.
T
h
e
r
e
s
ea
r
ch
was
ca
r
r
ied
o
u
t
in
p
r
im
ar
y
r
u
r
al
s
ch
o
o
ls
lo
ca
ted
in
th
e
n
o
r
th
e
r
n
s
tate
o
f
Ma
lay
s
ia
.
T
h
eir
v
iews,
id
ea
s
an
d
f
ee
lin
g
s
co
n
ce
r
n
in
g
th
e
is
s
u
e
o
f
r
ef
l
ec
tiv
e
p
r
ac
tice
wer
e
r
ec
o
r
d
e
d
in
a
s
er
ies
o
f
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
a
n
d
r
ef
lectio
n
lo
g
s
f
o
r
a
p
er
io
d
o
f
t
wo
wee
k
s
ea
ch
.
2
.
1
.
Sa
m
pli
ng
Pu
r
p
o
s
iv
e
s
am
p
lin
g
[
41
]
was
em
p
lo
y
ed
in
t
h
is
r
esear
ch
.
I
n
ter
m
o
f
g
en
d
er
,
th
r
ee
o
f
th
e
p
ar
ticip
an
ts
ar
e
m
ales,
wh
ile
th
e
r
em
ain
i
n
g
p
a
r
ticip
an
ts
ar
e
f
em
ales.
T
h
eir
teac
h
in
g
ex
p
er
ien
ce
s
r
a
n
g
ed
f
r
o
m
1
9
to
3
2
y
ea
r
s
teac
h
in
g
E
n
g
lis
h
lan
g
u
a
g
e
at
p
r
im
ar
y
s
ch
o
o
ls
as
s
tated
in
T
ab
le
1
.
T
h
e
s
ix
p
a
r
ticip
an
ts
in
th
is
r
ese
ar
ch
wer
e
s
elec
ted
b
ased
o
n
p
u
r
p
o
s
iv
e
cr
iter
ia
[
4
1
]
.
T
h
e
y
h
av
e
g
o
o
d
r
ef
lectiv
e
a
b
ilit
y
an
d
th
e
y
wer
e
also
av
ailab
le
an
d
willin
g
to
co
n
tr
ib
u
te,
co
m
m
u
n
icate
th
eir
ex
p
er
ien
ce
s
an
d
p
r
o
f
ess
io
n
al
o
p
in
i
o
n
s
r
eg
ar
d
in
g
th
e
o
b
jectiv
e
o
f
th
is
s
tu
d
y
[
3
8
]
.
T
h
e
teac
h
er
s
also
h
av
e
th
e
ab
ilit
y
o
f
ac
q
u
ir
in
g
in
f
o
r
m
atio
n
,
s
to
r
in
g
it
an
d
p
r
o
ce
s
s
in
g
it
to
g
en
er
ate
n
ew
k
n
o
wled
g
e
wh
ile
en
co
m
p
ass
in
g
n
u
m
e
r
o
u
s
s
tag
es
d
u
r
in
g
r
ef
lectio
n
p
r
o
c
ess
es
s
tar
ted
f
r
o
m
atten
tio
n
,
m
em
o
r
y
an
d
p
e
r
ce
p
t
io
n
,
to
p
r
o
b
lem
-
s
o
lv
in
g
a
n
d
d
ec
is
io
n
m
ak
in
g
[
1
4
]
.
2
.
2
.
Resea
rc
h
ins
t
rum
ent
a
t
io
n a
nd
t
rus
t
wo
rt
hin
e
s
s
o
f
t
he
s
t
u
dy
T
h
e
item
s
in
th
e
s
tu
d
y
in
s
tr
u
m
en
t
wer
e
ad
ap
te
d
f
r
o
m
s
ev
er
al
p
r
ev
i
o
u
s
s
tu
d
ies
.
T
h
e
teac
h
er
s
’
r
ef
lectio
n
lo
g
was
ad
ap
te
d
f
r
o
m
Ah
m
ed
[
4
2
]
an
d
th
e
in
ter
v
i
ew
p
r
o
to
c
o
l
was
ad
ap
ted
f
r
o
m
L
ar
r
iv
ee
[
1
4
]
an
d
Sewell
[
2
7
]
.
T
h
e
item
s
wer
e
m
o
d
if
ied
b
ased
o
n
th
e
d
is
cu
s
s
io
n
with
an
ex
p
er
t
in
r
e
f
lectiv
e
p
r
ac
tice
[
3
8
,
41
]
b
ef
o
r
e
it
was
u
s
ed
with
th
e
g
r
o
u
p
o
f
teac
h
e
r
s
th
e
s
tu
d
y
.
T
r
ian
g
u
latio
n
was
v
er
if
ie
d
v
i
a
m
eth
o
d
s
o
f
d
ata
co
llectio
n
[
38,
4
3
]
wh
ich
wer
e
th
e
in
ter
v
iew,
r
ef
lectio
n
lo
g
s
,
an
d
f
ield
n
o
te
to
estab
lis
h
tr
u
s
two
r
th
in
ess
in
th
is
s
tu
d
y
.
All
th
e
tr
an
s
cr
ib
ed
in
ter
v
iews
wer
e
b
r
o
u
g
h
t
b
ac
k
to
th
e
p
ar
ticip
an
ts
to
b
e
m
em
b
e
r
ch
ec
k
ed
[
3
8
,
4
3
]
an
d
th
e
co
n
ten
t
was
v
er
if
ie
d
to
av
o
id
m
is
u
n
d
e
r
s
tan
d
in
g
an
d
r
esear
ch
er
b
ias.
T
h
e
p
r
o
f
iles
o
f
th
e
s
ix
p
ar
ticip
an
ts
ar
e
lis
ted
in
T
ab
l
e
1
.
Ps
eu
d
o
n
y
m
s
wer
e
u
s
ed
to
m
ain
tain
th
e
co
n
f
id
en
tiality
an
d
id
en
tity
o
f
th
e
r
esear
ch
p
ar
ticip
an
ts
[
38,
4
3
]
.
T
ab
le
1
.
Pro
f
iles
o
f
th
e
p
a
r
ticip
an
ts
P
a
r
t
i
c
i
p
a
n
t
s
A
g
e
Te
a
c
h
i
n
g
e
x
p
e
r
i
e
n
c
e
s
G
e
n
d
e
r
Et
h
n
i
c
i
t
y
S
c
h
o
o
l
s
R
e
f
l
e
c
t
i
v
e
p
r
a
c
t
i
c
e
a
c
t
i
v
i
t
i
e
s
Te
a
c
h
e
r
A
mr
i
42
21
M
a
l
e
M
a
l
a
y
P
r
i
mary
R
e
f
l
e
c
t
i
o
n
l
o
g
s
,
s
t
u
d
e
n
t
s’
f
e
e
d
b
a
c
k
,
r
e
f
l
e
c
t
i
v
e
d
i
a
l
o
g
u
e
s
Te
a
c
h
e
r
A
n
u
a
r
49
28
M
a
l
e
M
a
l
a
y
P
r
i
mary
R
e
f
l
e
c
t
i
o
n
l
o
g
s
,
s
t
u
d
e
n
t
s’
f
e
e
d
b
a
c
k
,
r
e
f
l
e
c
t
i
v
e
d
i
a
l
o
g
u
e
s
Te
a
c
h
e
r
N
a
z
mi
52
31
M
a
l
e
M
a
l
a
y
P
r
i
mary
R
e
f
l
e
c
t
i
o
n
l
o
g
s
,
s
t
u
d
e
n
t
s’
f
e
e
d
b
a
c
k
,
r
e
f
l
e
c
t
i
v
e
d
i
a
l
o
g
u
e
s
Te
a
c
h
e
r
I
r
a
40
19
F
e
mal
e
M
a
l
a
y
P
r
i
mary
R
e
f
l
e
c
t
i
o
n
l
o
g
s
,
s
t
u
d
e
n
t
s’
f
e
e
d
b
a
c
k
,
r
e
f
l
e
c
t
i
v
e
d
i
a
l
o
g
u
e
Te
a
c
h
e
r
V
i
n
a
46
25
F
e
mal
e
M
a
l
a
y
P
r
i
mary
R
e
f
l
e
c
t
i
o
n
l
o
g
s
,
s
t
u
d
e
n
t
s’
f
e
e
d
b
a
c
k
,
r
e
f
l
e
c
t
i
v
e
d
i
a
l
o
g
u
e
Te
a
c
h
e
r
Zi
l
a
53
32
F
e
mal
e
M
a
l
a
y
P
r
i
mary
R
e
f
l
e
c
t
i
o
n
l
o
g
s
,
s
t
u
d
e
n
t
s’
f
e
e
d
b
a
c
k
,
r
e
f
l
e
c
t
i
v
e
d
i
a
l
o
g
u
e
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
wer
e
an
aly
ze
d
u
s
in
g
th
e
m
atic
an
aly
s
is
a
s
ad
v
is
ed
b
y
B
r
au
n
an
d
C
lar
k
e
[
4
4
]
.
T
h
e
u
s
e
o
f
t
h
em
atic
an
aly
s
is
allo
wed
th
e
r
esear
ch
er
s
to
h
av
e
a
lo
t
o
f
f
lex
ib
ilit
y
in
in
t
er
p
r
etin
g
th
e
d
ata.
T
h
em
atic
an
aly
s
is
also
en
ab
led
th
e
r
esear
ch
er
s
to
m
an
ag
e
th
e
lar
g
e
d
ata
s
ets
m
o
r
e
ea
s
ily
b
y
s
o
r
tin
g
th
em
in
to
b
r
o
ad
th
em
es.
I
t
also
h
elp
ed
t
h
e
r
esear
ch
er
s
to
av
o
i
d
th
e
r
is
k
o
f
m
is
s
in
g
n
u
a
n
ce
s
in
th
e
d
ata.
T
h
er
ef
o
r
e,
t
h
e
r
esear
ch
er
s
wer
e
ab
le
to
ca
p
tu
r
e
th
e
k
e
y
id
ea
s
f
r
o
m
th
e
i
n
ter
v
iews
tr
an
s
cr
ip
tio
n
to
g
e
n
er
at
e
an
d
ca
teg
o
r
izin
g
th
e
co
d
es
in
to
s
u
itab
le
th
em
es.
T
h
e
th
em
es
ac
q
u
ir
ed
f
r
o
m
th
e
in
ter
v
iew
tr
an
s
cr
ip
ts
an
aly
s
is
wer
e
p
r
esen
ted
to
two
ex
p
er
ts
in
th
e
ar
ea
o
f
cu
r
r
icu
lu
m
an
d
in
s
tr
u
ctio
n
f
o
r
th
e
ir
p
r
o
f
ess
io
n
al
an
d
e
x
p
er
t
o
p
i
n
io
n
to
ap
p
r
o
v
e
t
h
e
v
alid
itio
n
o
f
t
h
e
ter
m
s
u
s
ed
f
o
r
th
e
th
em
es.
T
h
eir
ag
r
ee
m
e
n
t
was
later
ca
lcu
lated
f
o
r
C
o
h
en
’
s
Kap
p
a
in
te
r
-
r
ater
r
eliab
ilit
y
v
alu
e
wh
ich
r
esu
lted
in
K=
.
8
7
5
wh
ich
m
ea
n
s
th
er
e
is
s
tr
o
n
g
ag
r
ee
m
en
t
b
e
twee
n
two
r
ater
s
in
ch
ec
k
in
g
t
h
e
th
em
es d
er
i
v
ed
.
T
h
e
th
em
es we
r
e
th
en
r
e
v
iewe
d
ag
ain
b
ef
o
r
e
th
e
f
in
al
th
em
e
s
wer
e
estab
lis
h
ed
.
3
.
1
.
T
he
u
s
e
re
f
lect
iv
e
pra
ct
ice
in t
ea
ching
E
ng
lis
h la
ng
ua
g
e
A
th
o
r
o
u
g
h
an
d
r
ig
o
r
o
u
s
a
n
aly
s
is
was
to
an
aly
s
e
th
e
d
ata
f
r
o
m
t
h
e
in
ter
v
iews
an
d
r
e
f
lectio
n
lo
g
s
b
ased
o
n
L
a
r
r
iv
ee
’
s
r
u
b
r
ic
[
1
4
]
.
Fiv
e
th
em
es
wer
e
d
er
iv
e
d
f
r
o
m
t
h
e
an
aly
s
is
to
s
h
o
w
h
o
w
th
e
teac
h
er
s
u
s
e
r
ef
lectiv
e
p
r
ac
tice
in
teac
h
in
g
.
T
h
e
th
em
es
wer
e:
1
)
C
o
n
tin
u
o
u
s
lear
n
in
g
t
o
im
p
r
o
v
e
p
r
a
ctice
s
an
d
lear
n
in
g
o
u
tco
m
es
;
2
)
An
aly
ze
th
e
r
el
atio
n
s
h
ip
b
etwe
en
teac
h
in
g
p
r
ac
tices
an
d
s
tu
d
en
t
lear
n
in
g
;
3
)
Ack
n
o
wled
g
e
s
tu
d
en
ts
’
k
n
o
wled
g
e,
co
m
m
u
n
ity
v
alu
es,
in
ter
ests
an
d
cu
r
i
o
s
ity
in
th
e
lear
n
in
g
p
r
o
ce
s
s
;
4
)
Seek
n
ew
way
s
to
co
n
n
ec
t
teac
h
in
g
co
n
ce
p
ts
to
in
cr
ea
s
e
s
tu
d
en
ts
’
p
r
io
r
k
n
o
wl
ed
g
e
;
an
d
5
)
Ack
n
o
wled
g
e
t
h
e
ju
s
tice,
s
en
s
itiv
ity
in
s
o
cial
an
d
p
o
liti
ca
l c
o
n
s
eq
u
en
ce
s
o
f
o
n
e’
s
o
wn
teac
h
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
u
s
e
o
f reflective
p
r
a
ctice
to
w
a
r
d
s
a
ch
ievin
g
effec
tive
E
n
g
lis
h
la
n
g
u
a
g
e
…
(
S
iti N
o
o
r
A
n
ee
is
Ha
s
h
im
)
367
3
.
1
.
1
.
T
hem
e
1
:
Co
ntinuo
us
lea
rning
t
o
im
pro
v
e
pra
ct
ices a
nd
lea
rning
o
utc
o
m
es
T
h
e
teac
h
er
s
h
ig
h
lig
h
ted
th
a
t
r
ef
lectin
g
en
ab
le
th
em
t
o
lear
n
an
d
im
p
r
o
v
e
th
eir
p
r
a
ctice
s
an
d
s
tu
d
en
ts
’
lear
n
in
g
o
u
tco
m
es.
I
t
is
ev
id
en
t
f
r
o
m
th
e
in
ter
v
iew
with
T
ea
ch
er
Am
r
i,
T
ea
c
h
er
An
u
ar
,
T
ea
ch
e
r
Vin
a
an
d
T
ea
ch
e
r
Z
ila.
“T
h
e
n
o
n
-
n
a
tive
s
tu
d
e
n
ts
a
s
fo
r
ex
a
mp
le
i
n
my
c
la
s
s
r
o
o
m
w
h
o
c
o
me
fr
o
m
d
iffe
r
en
t
b
a
ck
g
r
o
u
n
d
,
lifes
tyles
a
n
d
c
o
g
n
itive
a
b
ilit
ies
co
u
ld
le
a
r
n
mo
r
e
effec
tively
if
th
ey
c
o
u
ld
u
n
d
ers
ta
n
d
w
h
a
t
I
tea
ch
th
em.
Th
erefo
r
e
,
I
n
ee
d
to
u
n
d
ers
ta
n
d
th
em
a
n
d
fin
d
o
u
t
th
e
w
a
ys
o
n
h
o
w
I
co
u
ld
ma
ke
th
em
lea
r
n
it
a
n
d
h
o
w
th
ey
co
u
l
d
ma
n
a
g
e
th
eir
o
w
n
lea
r
n
in
g
.
”
(
T
ea
ch
er
Am
r
i,
in
ter
v
iew
,
1
3
/3
)
.
“T
h
e
s
tu
d
en
ts
w
h
o
co
me
to
s
c
h
o
o
l
ca
r
r
yin
g
mu
ltip
le
p
r
io
r
kn
o
w
led
g
e
a
n
d
b
a
ck
g
r
o
u
n
d
s
w
h
ich
n
ee
d
me
to
co
n
ce
r
n
a
b
o
u
t
if
I
w
a
n
t
my
tea
c
h
in
g
t
o
b
e
effec
tive.
I
n
ee
d
to
c
o
n
ce
r
n
o
n
t
h
eir
d
iffer
en
ce
s
a
n
d
n
ee
d
s
to
imp
r
o
ve
th
eir
lea
r
n
in
g
o
u
tco
mes.”
(
T
ea
ch
er
An
u
ar
,
in
ter
v
iew
,
2
/
3
)
.
“I
n
ee
d
t
o
u
n
d
ers
ta
n
d
my
s
tu
d
en
t
fir
s
t
esp
ec
ia
lly
a
b
o
u
t
h
o
w
th
ey
a
r
e
th
in
ki
n
g
a
n
d
h
o
w
I
co
u
ld
co
n
n
ec
t
my
tea
ch
in
g
w
ith
th
eir
p
r
io
r
kn
o
w
led
g
e,
th
e
time
th
ey
h
a
ve
a
n
d
th
e
ex
p
o
s
u
r
e
t
h
ey
h
a
ve
.
Th
is
is
imp
o
r
ta
n
t
fo
r
me
to
ke
ep
lea
r
n
in
g
a
n
d
to
ma
ke
s
u
r
e
th
a
t
th
ey
co
u
l
d
o
r
g
a
n
iz
e
a
n
d
u
s
e
th
e
kn
o
w
led
g
e
I
t
a
u
g
h
t
in
th
e
ta
s
ks
g
iven
d
u
r
in
g
cla
s
s
r
o
o
m
a
ctivities
o
r
b
ey
o
n
d
th
e
cla
s
s
r
o
o
m
efficien
tly.
”
(
T
ea
ch
er
Vin
a,
I
n
ter
v
iew,
2
4
/
3
)
.
“M
y
s
tu
d
en
ts
a
r
e
u
n
iq
u
e.
Th
e
y
co
me
fr
o
m
d
iffer
en
t
b
a
ck
g
r
o
u
n
d
a
n
d
lea
r
n
in
g
q
u
a
liti
es
w
h
ich
n
ee
d
me
to
s
et
my
min
d
w
ith
u
s
efu
l
a
lter
n
a
tives
to
ca
p
tu
r
e
th
eir
a
tten
tio
n
to
lea
r
n
a
n
d
a
b
s
o
r
b
th
e
in
fo
r
ma
tio
n
ta
u
g
h
t.”
(
T
ea
ch
er
Z
ila,
in
ter
v
iew
,
3
/3
)
.
3
.
1
.
2
.
T
hem
e
2
:
Ana
ly
ze
t
he
re
la
t
io
ns
hip
bet
wee
n t
ea
chi
n
g
pra
ct
ices a
nd
s
t
ud
ent
lea
rning
T
h
e
teac
h
er
s
also
em
p
h
asized
th
at
r
ef
lectiv
e
p
r
ac
tice
h
elp
s
th
em
to
an
aly
s
e
th
e
co
n
n
e
ctio
n
b
etwe
en
th
eir
teac
h
in
g
an
d
s
tu
d
e
n
ts
’
l
ea
r
n
in
g
.
T
h
e
ev
id
e
n
t
wer
e
g
ath
er
ed
f
r
o
m
th
e
in
ter
v
iew
with
T
ea
ch
er
Am
r
i,
T
ea
ch
er
Naz
m
i a
n
d
T
ea
ch
er
Z
ila.
“I
a
lw
a
ys
a
w
a
r
e
o
n
my
s
tu
d
en
ts
’
feed
b
a
ck
s
a
n
d
g
estu
r
es
in
th
e
cla
s
s
r
o
o
m.
I
f
th
ey
s
h
o
w
b
o
r
in
g
fa
ce
o
r
c
o
n
fu
s
in
g
it
s
h
o
w
s
th
a
t
I
n
ee
d
t
o
d
o
s
o
meth
i
n
g
w
ith
my
i
n
s
tr
u
ctio
n
s
.
”
(
T
ea
ch
er
Am
r
i,
in
ter
v
iew
,
6
/
4
)
.
“As
I
’
m
tea
ch
in
g
la
s
t
cla
s
s
a
t
my
s
ch
o
o
l,
I
n
ee
d
to
u
s
e
s
imp
le
E
n
g
lis
h
w
ith
my
p
u
p
ils
.
S
o
metime
s
,
I
n
ee
d
to
tr
a
n
s
la
te
my
in
s
t
r
u
ctio
n
s
to
th
em.
I
f
n
o
t,
I
’
m
ju
s
t
ta
lkin
g
to
my
s
elf
a
lo
n
e
w
h
ile
my
p
u
p
ils
d
o
n
’
t
kn
o
w
w
h
a
t
th
ey
a
r
e
lea
r
n
in
g
a
n
d
w
h
a
t
I
’
m
tea
c
h
in
g
th
em.
”
(
T
ea
ch
er
Naz
m
i,
in
ter
v
iew
,
1
2
/
4
)
.
“I
b
eliev
e
th
a
t
co
d
e
s
w
itch
in
g
a
n
d
co
d
e
mixin
g
h
elp
th
em
to
u
n
d
ers
ta
n
d
my
in
s
tr
u
ctio
n
s
a
s
w
ell
a
s
en
a
b
le
th
em
to
lea
r
n
b
etter
th
a
n
ju
s
t
p
a
r
r
o
tin
g
th
e
in
s
tr
u
ctio
n
s
g
iven
.
”
(
T
ea
ch
er
Z
ila,
in
ter
v
iew
,
2
4
/4
)
.
3
.
1
.
3
.
T
hem
e
3
:
Ac
k
no
wledg
e
s
t
ud
ent
s
’
k
no
wledg
e,
co
m
m
un
it
y
v
a
lues
,
inte
re
s
t
s
a
nd
curio
s
it
y
in
t
he
lea
rning
pro
ce
s
s
T
h
e
teac
h
e
r
s
in
th
is
s
tu
d
y
also
cr
ea
te
am
b
itio
u
s
task
s
to
a
ck
n
o
wled
g
e
th
eir
s
tu
d
en
ts
’
k
n
o
wled
g
e
,
in
ter
ests
an
d
cu
r
io
s
ity
in
th
e
lear
n
in
g
p
r
o
c
ess
b
y
r
ef
lectin
g
an
d
lear
n
in
g
f
r
o
m
th
eir
r
e
f
le
ctio
n
o
n
h
o
w
th
e
y
co
u
ld
u
s
e
th
eir
p
r
ev
io
u
s
teac
h
in
g
a
n
d
lear
n
in
g
ex
p
e
r
ien
ce
s
in
th
e
n
ew
less
o
n
to
s
witch
with
th
e
lear
n
in
g
co
n
tex
t a
n
d
co
n
ce
r
n
in
g
th
e
co
m
m
u
n
ity
v
alu
es.
T
h
e
teac
h
e
r
s
claim
ed
th
at
:
“M
y
s
tu
d
en
ts
like
to
b
e
p
r
a
is
ed
.
Th
ey
ke
ep
c
o
mp
etin
g
a
mo
n
g
th
em
to
co
u
n
t th
e
s
ta
r
s
a
n
d
g
o
o
d
I
g
a
ve
th
em
in
th
eir
ex
ercis
e
b
o
o
ks.
Th
ey
felt
b
ei
n
g
r
ewa
r
d
ed
a
n
d
a
p
p
r
ec
ia
te
th
emselv
es.”
(
T
ea
ch
er
I
r
a,
in
ter
v
iew
,
1
3
/4
)
.
“If
my
s
tu
d
en
ts
fin
is
h
th
ei
r
w
o
r
ks
ea
r
lie
r
w
h
ich
I
ca
ll
it
d
o
w
n
time,
b
u
t
th
e
o
th
ers
w
o
n
’
t
I
felt
th
a
t
th
ere
is
n
o
p
o
in
t
fo
r
me
to
s
ta
r
t
th
e
n
ew
to
p
ic
o
r
s
u
b
to
p
ic,
th
erefo
r
e,
I
let
my
s
tu
d
en
ts
to
s
p
en
d
th
eir
time
a
t
th
e
r
ea
d
in
g
co
r
n
er
a
n
d
s
ilen
tly
r
ea
d
th
eir
fa
vo
u
r
ite
b
o
o
k
o
r
p
la
y
th
e
b
o
a
r
d
g
a
mes.”
(
T
ea
ch
er
Naz
m
i,
i
n
ter
v
iew
,
8
/4
)
.
“Y
es,
th
ere
a
r
e
a
few
o
f
th
em
w
h
o
a
r
e
g
o
o
d
a
n
d
c
o
u
ld
fi
n
is
h
th
eir
w
o
r
k
ea
r
lier
.
B
u
t
i
t
w
a
s
u
n
fa
ir
to
s
ta
r
t
n
ew
less
o
n
.
So,
I
p
r
ep
a
r
ed
en
r
ich
men
t
w
o
r
ksh
ee
ts
a
n
d
g
a
mes
fo
r
th
em
w
h
ich
th
ey
w
ere
ea
g
er to
d
o
it.”
(
T
e
ac
h
er
Vin
a,
in
ter
v
iew
, 1
9
/
4
)
.
3
.
1
.
4
.
T
hem
e
4
:
See
k
new
wa
y
s
t
o
co
nn
ec
t
t
ea
ching
co
nce
pts t
o
increa
s
e
s
t
ud
ent
s
’
pr
io
r
k
no
wledg
e
T
h
e
teac
h
er
s
in
t
h
is
s
tu
d
y
s
ee
k
n
ew
way
s
to
c
o
n
n
ec
t
th
eir
teac
h
in
g
co
n
ce
p
ts
to
in
c
r
ea
s
e
s
tu
d
en
ts
’
p
r
io
r
k
n
o
wled
g
e.
T
h
e
y
p
r
o
v
i
d
ed
eq
u
al
ch
an
ce
to
th
eir
s
tu
d
en
ts
in
th
e
class
r
o
o
m
.
T
h
e
y
allo
ca
ted
en
o
u
g
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
3
6
4
-
3
7
4
368
am
o
u
n
t
o
f
tim
e
f
o
r
th
eir
s
tu
d
e
n
ts
to
lear
n
an
d
f
o
r
th
em
to
teac
h
.
I
n
th
is
s
tu
d
y
,
th
e
teac
h
er
s
u
s
e
d
allo
ca
ted
tim
e
to
p
lan
a
s
u
itab
le
teac
h
i
n
g
an
d
lear
n
in
g
ac
tiv
ities
o
n
th
e
p
ar
ticu
lar
less
o
n
an
d
to
d
eliv
er
th
e
ac
tiv
ities
ef
f
ec
tiv
ely
to
in
cr
ea
s
e
th
eir
s
tu
d
en
ts
’
p
r
io
r
k
n
o
wled
g
e.
T
h
e
y
also
p
r
o
v
id
e
d
tim
e
f
o
r
th
eir
s
tu
d
en
ts
to
en
g
ag
e
th
em
s
elv
es
in
lear
n
in
g
task
s
b
y
d
o
in
g
in
d
iv
id
u
al
task
,
p
ee
r
lear
n
in
g
ac
tiv
ities
an
d
co
llab
o
r
ativ
e
wo
r
k
s
.
T
h
e
teac
h
er
s
r
ef
lecte
d
th
at
th
e
p
r
o
ce
s
s
o
f
tr
an
s
f
er
r
in
g
a
n
d
u
s
i
n
g
th
e
in
p
u
t
g
ath
er
e
d
in
th
e
less
o
n
en
ab
le
th
e
s
tu
d
en
ts
to
in
cr
ea
s
e
th
eir
ac
h
ie
v
em
en
t a
n
d
s
elf
-
co
n
f
id
en
ce
.
T
h
e
r
ef
o
r
e
,
th
e
teac
h
e
r
s
claim
ed
th
at
:
“I
p
la
n
my
less
o
n
b
efo
r
e
I
e
n
ter
th
e
cla
s
s
r
o
o
m.
I
d
ivid
e
th
e
a
ctivities
fo
r
me
a
n
d
fo
r
th
e
s
tu
d
en
ts
to
p
a
r
ticip
a
te.
B
u
t
s
o
metime
s
I
n
ee
d
to
ma
ke
a
d
j
u
s
tmen
t
d
u
r
in
g
th
e
less
o
n
to
g
ive
ch
a
n
ce
s
to
a
ll
s
tu
d
en
ts
to
p
a
r
ticip
a
te
a
ctive
ly
in
th
e
a
ctivities
a
n
d
to
en
a
b
le
th
em
to
u
n
d
ers
ta
n
d
th
e
m
a
teri
a
l ta
u
g
h
t in
th
e
cla
s
s
r
o
o
m.
”
(
T
ea
ch
er
Naz
m
i,
r
ef
lectio
n
lo
g
,
2
8
/4
)
.
“In
my
cla
s
s
r
o
o
m
I
’
m
u
s
in
g
tea
ch
er’s
ta
lkin
g
time
a
n
d
s
tu
d
en
ts
’
ta
lkin
g
time.
Tea
ch
er’s
ta
lkin
g
time
en
a
b
le
me
to
p
r
o
vid
e
d
ir
ec
t
a
n
d
in
d
ir
ec
t
in
flu
e
n
ce
s
w
h
ile
s
tu
d
en
ts
’
ta
lkin
g
time
en
a
b
le
th
em
to
d
o
th
e
ta
s
ks,
to
r
esp
o
n
s
e,
in
itia
te
a
n
d
r
eflec
t
p
o
s
itively
o
r
n
eg
a
tively
to
m
e.
”
(
T
ea
ch
er
Vin
a,
r
ef
lectio
n
l
o
g
,
1
6
/4
)
.
“L
o
o
kin
g
b
a
ck
o
n
w
h
a
t
I
h
a
d
a
cc
o
mp
lis
h
is
imp
o
r
ta
n
t.
I
t
g
u
id
es
me
d
o
in
g
th
e
co
r
r
ec
tio
n
o
f
a
ma
jo
r
co
mp
o
n
en
t
d
u
r
in
g
te
a
c
h
in
g
p
r
o
ce
s
s
to
fu
lfil
th
e
s
tu
d
e
n
ts
’
n
ee
d
s
.
Th
e
o
u
tco
mes
h
elp
me
in
id
en
tifyin
g
co
n
s
tr
u
ctive
g
u
id
elin
es
to
fo
llo
w
to
s
u
cc
ee
d
in
th
e
fu
tu
r
e
tea
ch
in
g
.
”
(
T
ea
ch
er
An
u
ar
,
r
e
f
lectio
n
lo
g
,
4
/4
)
.
3
.
1
.
5
.
T
hem
e
5
:
Ack
no
wledg
e
t
he
j
us
t
ice,
s
ens
it
iv
it
y
in
s
o
cia
l
a
nd
po
litic
a
l
co
ns
e
qu
ence
s
o
f
o
ne’
s
o
wn
t
ea
ching
T
h
e
teac
h
er
s
also
u
s
e
th
eir
r
ef
lectiv
ity
to
th
in
k
cr
itically
an
d
p
u
t
em
p
h
asis
o
n
th
e
im
p
o
r
tan
ce
o
f
h
u
m
an
v
alu
es
in
th
eir
p
ed
ag
o
g
y
wh
ich
in
clu
d
ed
ju
s
tice,
s
en
s
itiv
ity
as
well
as
lo
v
e,
n
o
n
-
v
io
len
ce
,
p
ea
ce
,
r
i
g
h
t
co
n
d
u
ct,
co
-
o
p
er
atio
n
,
team
-
s
p
ir
it,
f
ello
w
-
f
ee
lin
g
,
to
ler
an
ce
,
d
em
o
cr
atic
an
d
tr
u
t
h
to
b
ala
n
ce
th
eir
n
ee
d
s
.
“
P
r
o
vid
ed
eq
u
a
l
c
h
a
n
ce
s
t
o
ev
eryo
n
e
in
my
cla
s
s
r
o
o
m
co
u
ld
a
v
o
id
th
em
fr
o
m
h
a
vin
g
h
ea
r
t
feelin
g
a
n
d
is
o
la
tio
n
.
”
(
T
ea
ch
er
Am
r
i,
r
ef
lectio
n
lo
g
,
1
8
/4
)
.
“
Th
e
crit
ica
l
in
cid
en
ts
w
h
ich
o
cc
u
r
r
ed
in
th
e
cla
s
s
r
o
o
m
is
o
n
e
o
f
th
e
ke
y
p
o
in
ts
fo
r
me
to
t
a
ke
n
o
te
a
n
d
to
q
u
ickly
ma
ke
ch
a
n
g
es
in
th
e
cu
r
r
en
t
less
o
n
a
s
w
ell
a
s
in
th
e
fu
tu
r
e
les
s
o
n
.
”
(
T
ea
ch
er
Naz
m
i,
in
te
r
v
iew
,
2
1
/5
)
.
“T
h
e
u
n
p
la
n
n
ed
a
n
d
u
n
a
n
tic
ip
a
ted
ev
en
t
t
h
a
t
o
cc
u
r
s
d
u
r
in
g
my
cla
s
s
o
r
o
u
ts
id
e
my
c
la
s
s
ten
s
e
me
a
n
d
it
ca
u
s
e
me
to
in
ten
s
ely
r
eme
mb
ered
a
b
o
u
t
it
a
n
d
a
v
o
id
me
to
r
ep
e
a
t
it
a
g
a
in
in
fu
tu
r
e.
Th
erefo
r
e,
I
d
o
ma
ke
ch
a
n
g
es
in
my
n
ew
less
o
n
b
y
p
la
n
n
in
g
a
n
o
th
er
r
elev
a
n
t
a
n
d
a
cc
ep
ta
b
le
a
ctivities to
fu
lfil
a
ll n
ee
d
s
.
”
(
T
ea
ch
er
I
r
a,
in
ter
v
iew
,
3
0
/5
)
.
“M
y
s
tu
d
en
ts
’
b
eh
a
vio
r
s
d
u
r
i
n
g
th
e
less
o
n
d
ee
med
me
t
o
h
a
ve
a
p
a
r
ticu
la
r
ly
h
elp
fu
l
o
r
u
n
h
elp
fu
l
feed
b
a
ck
in
th
e
g
ive
n
s
itu
a
tio
n
.
My
s
en
s
itiv
ity
b
ei
n
g
s
p
a
r
ke
d
b
y
th
em
to
w
a
ke
m
e
u
p
to
b
e
mo
r
e
s
en
s
itive
a
n
d
ju
s
ti
ce
to
b
eh
a
ve
th
em
a
n
d
fa
ir
n
ess
to
o
th
ers
w
h
o
a
r
e
r
ea
lly
w
a
n
t
to
lea
r
n
.
”
(T
ea
ch
er
Z
ila,
in
te
r
v
ie
w
,
1
/5
)
.
As th
e
s
u
m
m
ar
y
,
b
ased
o
n
th
e
th
em
atic
an
aly
s
is
,
Fig
u
r
e
1
s
h
o
ws cle
ar
ly
th
e
co
d
es a
n
d
th
e
th
em
es
o
n
h
o
w
th
e
teac
h
er
s
u
s
e
r
e
f
lectiv
e
p
r
ac
tice
in
teac
h
in
g
.
T
h
e
t
h
em
es
wer
e
em
er
g
ed
f
r
o
m
t
h
e
co
d
es
an
aly
s
ed
in
NViv
o
Ver
s
io
n
1
1
t
o
a
n
s
wer
r
esear
ch
q
u
esti
o
n
o
n
e
.
Fig
u
r
e
1
.
T
h
e
u
s
e
o
f
r
ef
lectiv
e
p
r
ac
tice
in
teac
h
in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
u
s
e
o
f reflective
p
r
a
ctice
to
w
a
r
d
s
a
ch
ievin
g
effec
tive
E
n
g
lis
h
la
n
g
u
a
g
e
…
(
S
iti N
o
o
r
A
n
ee
is
Ha
s
h
im
)
369
3
.
2
.
T
he
elem
ent
s
re
f
lect
ed
by
t
he
t
ea
cher
s
t
o
ma
k
e
cha
ng
es in t
heir
ins
t
ruct
io
n
T
h
e
d
ata
an
aly
s
is
o
n
th
e
s
e
co
n
d
r
esear
ch
q
u
esti
o
n
r
e
v
ea
led
th
at
th
e
E
n
g
lis
h
lan
g
u
ag
e
teac
h
er
s
r
ef
lecte
d
b
ased
o
n
th
eir
s
tu
d
e
n
ts
’
f
ee
d
b
ac
k
s
,
s
tu
d
en
ts
’
ac
h
iev
em
en
t,
s
elf
-
r
ef
lectio
n
an
d
th
ei
r
o
wn
o
b
s
er
v
atio
n
.
Fiv
e
th
em
es
wer
e
d
er
iv
ed
f
r
o
m
th
is
s
tu
d
y
b
ased
o
n
Mo
d
el
o
f
E
f
f
ec
tiv
e
I
n
s
tr
u
ctio
n
by
Sl
av
in
[
4
5
,
4
6
]
.
T
h
ey
ar
e
teac
h
in
g
p
er
f
o
r
m
an
ce
,
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
,
m
o
tiv
atio
n
,
tim
e
m
an
a
g
em
en
t
,
a
n
d
class
r
o
o
m
m
a
n
ag
em
e
n
t.
3
.
2
.
1
.
T
hem
e
1
:
T
ea
ching
perf
o
rma
nce
W
h
en
th
e
teac
h
er
s
wer
e
ask
ed
o
n
wh
at
wer
e
th
e
elem
en
ts
r
ef
lecte
d
b
y
th
em
to
m
a
k
e
ch
an
g
es in
th
eir
in
s
tr
u
ctio
n
,
th
ey
r
e
p
lied
ab
o
u
t
th
ei
r
teac
h
in
g
p
er
f
o
r
m
a
n
ce
a
s
th
e
m
ain
elem
en
t.
R
elate
d
t
o
th
at,
th
e
teac
h
er
s
b
eliev
ed
th
at
teac
h
er
s
ar
e
t
h
e
r
esp
o
n
s
ib
le
p
er
s
o
n
t
o
r
o
u
te
th
e
d
ir
ec
tio
n
o
f
th
e
less
o
n
to
b
e
g
o
o
d
o
r
to
b
e
b
ad
.
T
h
ey
ex
p
r
ess
ed
th
at
th
ey
wer
e
r
ea
lly
wo
r
r
ied
ab
o
u
t th
eir
tea
ch
in
g
q
u
al
ity
.
T
h
e
y
claim
ed
th
at:
“
Qu
a
lity
o
f
in
s
tr
u
ctio
n
s
is
imp
o
r
ta
n
t
fo
r
me.
I
t
is
a
w
a
y
th
a
t
ev
o
ke
s
my
s
tu
d
en
ts
'
in
t
eres
t,
crit
ica
l
th
in
kin
g
,
a
n
d
lea
r
n
in
g
in
a
mea
n
in
g
fu
l
w
a
y.
I
t
a
l
s
o
ma
ke
s
my
s
tu
d
en
ts
to
b
ec
o
me
cu
r
io
u
s
a
n
d
ex
cited
a
b
o
u
t
w
h
a
t
th
ey
a
r
e
d
o
in
g
w
h
e
n
I
p
r
o
vo
ke
th
em
d
u
r
in
g
th
e
less
o
n
.
”
(
T
ea
ch
er
An
u
ar
,
in
ter
v
iew,
1
3
/6
)
.
“It’
s
h
a
r
d
to
ima
g
in
e
,
b
u
t
th
e
q
u
a
lity
o
f
o
u
r
tea
c
h
in
g
tr
a
n
s
mitted
n
o
n
ve
r
b
a
lly.
I
r
ea
liz
e
th
a
t
,
th
e
to
n
e
o
f
v
o
ice,
fa
cia
l
ex
p
r
ess
io
n
a
n
d
p
o
s
tu
r
e
w
ill
co
n
ve
y
w
h
a
t
I
r
ea
lly
mea
n
to
my
s
tu
d
en
ts
.
B
u
t
I
s
o
metime
s
u
n
a
w
a
r
e
o
f
my
o
w
n
n
o
n
ve
r
b
a
l
mo
d
es
b
r
e
a
k
o
th
er
h
ea
r
t
a
s
I
d
iffer
en
t
p
eo
p
le
h
a
ve
d
iffer
en
t le
ve
l o
f sen
s
itivity a
n
d
c
o
g
n
itive.
”
(
T
ea
ch
e
r
N
az
m
i,
in
ter
v
iew,
3
/6
)
.
“Ob
s
ervin
g
my
o
w
n
tea
ch
in
g
a
n
d
c
o
llectin
g
my
s
tu
d
en
ts
’
fe
ed
b
a
ck
s
a
r
e
g
o
o
d
a
ctivities
fo
r
me
to
ex
p
lo
r
e
a
n
d
imp
r
o
ve
my
o
w
n
tea
ch
in
g
?
”
(
T
ea
ch
e
r
Z
ila,
in
ter
v
iew,
2
3
/6
)
.
“I’
m
n
o
t a
lw
a
ys
r
ig
h
t.
Mis
ta
ke
s
w
ill
h
a
p
p
en
co
n
s
cio
u
s
ly
a
n
d
u
n
c
o
n
s
cio
u
s
ly.
Let
th
e
eg
o
b
ei
n
g
h
ere,
I
n
ee
d
to
b
e
o
p
en
t
o
a
c
ce
p
t
a
n
d
lis
ten
to
my
s
tu
d
e
n
ts
’
vo
ices
a
n
d
lea
r
n
fr
o
m
o
th
ers
.
I
b
eliev
e
th
a
t,
lea
r
n
in
g
is
p
ers
is
ten
t.
”
(
T
ea
ch
er
Naz
m
i,
r
ef
lect
io
n
lo
g
,
1
3
/5
)
.
3
.
2
.
2
.
T
hem
e
2
:
Student
s
’
perf
o
rma
nce
T
h
e
s
ec
o
n
d
elem
e
n
t
was
s
tu
d
en
ts
’
p
er
f
o
r
m
an
c
e.
T
h
e
teac
h
er
s
wer
e
in
tr
u
s
iv
e
ab
o
u
t
th
eir
s
tu
d
en
ts
’
lear
n
in
g
p
er
f
o
r
m
an
ce
as
to
m
a
k
e
s
u
r
e
th
e
y
wer
e
d
ef
in
itely
p
r
ep
ar
ed
th
em
s
elv
es
an
d
th
eir
t
ea
ch
in
g
to
h
elp
th
e
s
tu
d
en
ts
m
ee
t
th
eir
ac
tu
al
p
er
f
o
r
m
a
n
ce
.
T
h
e
teac
h
er
s
also
b
eliev
e
th
at
th
ey
ar
e
th
e
r
o
le
m
o
d
el
s
f
o
r
th
eir
s
tu
d
en
ts
.
Fo
r
th
at
r
ea
s
o
n
,
th
e
y
h
av
e
a
b
i
g
in
f
lu
en
ce
o
n
h
elp
in
g
th
eir
s
tu
d
e
n
ts
to
s
h
ap
e,
cr
ea
te,
s
u
p
p
o
r
t
a
n
d
estab
lis
h
th
eir
s
tr
en
g
th
s
,
g
o
als an
d
k
n
o
wled
g
e
t
o
im
p
r
o
v
e
th
eir
lear
n
in
g
p
er
f
o
r
m
an
ce
.
“T
h
e
ve
r
b
a
l
a
n
d
n
o
n
ve
r
b
a
l
feed
b
a
ck
s
fr
o
m
th
e
s
tu
d
en
ts
en
a
b
le
me
to
r
eth
in
k
a
n
d
to
r
efr
a
me
my
tea
ch
in
g
meth
o
d
o
lo
g
ies
a
n
d
ch
o
o
s
in
g
a
n
o
th
er
s
u
ita
b
le
ma
teri
a
l
to
in
crea
s
e
my
s
tu
d
e
n
ts
’
lea
r
n
in
g
p
erfo
r
ma
n
ce
.
Th
eir
p
a
r
ticip
a
tio
n
i
n
th
e
cla
s
s
r
o
o
m
a
n
d
th
eir
lea
r
n
in
g
o
u
tc
o
mes
in
flu
en
ce
my
ju
d
g
eme
n
ts
to
ma
ke
ch
a
n
g
es
in
my
fu
tu
r
e
less
o
n
a
n
d
tea
c
h
in
g
.
”
(
T
ea
ch
e
r
Z
ila,
r
ef
lectio
n
lo
g
,
1
/5
)
.
“I
b
eliev
e
th
a
t
my
tea
ch
in
g
b
eh
a
vio
r
s
h
a
ve
a
b
i
g
in
flu
en
ce
o
n
my
s
tu
d
en
ts
’
a
ch
ieve
men
t
a
n
d
p
a
r
ticip
a
tio
n
in
th
e
cla
s
s
r
o
o
m
a
n
d
in
th
eir
lea
r
n
in
g
p
erfo
r
ma
n
ce
.
Th
e
lo
w
er
s
tu
d
en
ts
’
a
ch
i
ev
eme
n
t
ca
u
s
es
th
em
n
o
t
t
o
a
ch
ieve
o
f
less
o
n
o
b
jective
s
fo
r
ce
me
h
a
r
d
ly
to
m
a
ke
ch
a
n
g
es
to
in
crea
s
e
th
eir
a
c
h
ieve
me
n
t.
Mea
n
w
h
ile,
a
h
ig
h
er
s
t
u
d
en
ts
’
a
ch
ieve
men
t
f
o
r
ce
a
n
d
ch
a
llen
g
e
me
to
ma
ke
ch
a
n
g
e
s
to
u
s
e
a
n
o
th
er
effec
tive
s
tr
a
teg
y
to
ma
in
t
a
in
a
n
d
to
in
c
r
e
a
s
e
th
e
q
u
a
lity o
f t
h
eir a
ch
ieve
me
n
t.”
(
T
ea
ch
er
An
u
ar
,
r
ef
lectio
n
lo
g
,
1
0
/5
)
.
“T
h
e
s
tu
d
en
ts
’
p
a
r
ticip
a
tio
n
a
n
d
a
ch
ieve
men
t
i
n
th
e
cl
a
s
s
r
o
o
m
a
s
s
es
s
men
ts
a
ffect
my
tea
ch
in
g
p
erfo
r
ma
n
ce
.
Th
eir
feed
b
a
ck
s
fo
r
ce
me
to
th
in
k
f
u
r
th
er
to
fin
d
a
n
o
t
h
er
s
o
lu
tio
n
to
h
elp
a
n
d
t
o
s
u
p
p
o
r
t th
em
to
esta
b
lis
h
th
eir s
tr
en
g
th
s
a
n
d
imp
r
o
ve
th
eir
w
ea
kn
ess
es
.”
(
T
ea
ch
er
I
r
a,
r
ef
lectio
n
lo
g
,
2
3
/5
)
.
“Be
in
g
h
u
mb
le
to
my
s
tu
d
en
ts
h
elp
me
to
n
o
u
r
is
h
a
n
d
b
u
ild
th
eir
tr
u
s
t
w
h
ich
s
o
o
n
b
u
ild
th
eir
s
elf
-
co
n
fid
en
ce
a
n
d
mo
tiva
te
th
em
to
lea
r
n
mea
n
in
g
fu
lly,
w
id
en
th
eir
kn
o
w
led
g
e,
in
crea
s
e
p
erfo
r
ma
n
ce
a
n
d
b
u
ild
p
o
s
itive
th
in
kin
g
to
w
a
r
d
s
lea
r
n
in
g
E
n
g
lis
h
la
n
g
u
a
g
e.
”
(
T
e
ac
h
er
V
in
a,
r
ef
lectio
n
lo
g
,
3
1
/
5
)
.
3
.
2
.
3
.
T
hem
e
3
:
M
o
t
iv
a
t
io
n
T
h
e
teac
h
er
s
b
eliev
e
t
h
at
in
c
en
tiv
e
co
u
ld
m
o
tiv
ate
th
eir
s
tu
d
en
ts
to
lear
n
a
n
d
p
ar
ticip
ate
in
th
e
less
o
n
.
T
h
ey
p
lied
t
h
e
m
o
tiv
at
io
n
s
tr
ateg
ies to
tem
p
t th
e
s
tu
d
en
ts
.
T
h
ey
claim
ed
t
h
at:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
3
6
4
-
3
7
4
370
“I
p
r
a
is
e
th
em
a
n
d
p
u
t
th
e
s
ticke
r
s
in
th
eir
b
o
o
ks
to
a
p
p
r
ec
ia
te
th
eir
g
o
o
d
w
o
r
ks.
T
h
ese
en
a
b
le
me
to
ma
ke
s
u
r
e
th
a
t
my
s
tu
d
en
ts
a
r
e
mo
tiva
ted
a
n
d
a
ttr
a
ct
th
em
to
in
vo
lve
th
ems
elve
s
o
n
th
e
ta
s
ks g
iven
.
”
(
T
ea
ch
er
Naz
m
i,
in
ter
v
iew,
3
/6
)
.
“Givin
g
en
co
u
r
a
g
eme
n
t
feed
b
a
ck
to
th
em
p
r
o
vid
ed
p
o
s
itive
o
u
tp
u
t
in
th
eir
w
o
r
k
a
n
d
in
cre
a
s
e
th
eir mo
tiva
tio
n
to
lea
r
n
E
n
g
li
s
h
.
R
ec
o
g
n
itio
n
a
n
d
a
p
p
r
ec
ia
t
io
n
a
ls
o
p
la
y
a
n
imp
o
r
ta
n
t ro
l
e
in
mo
tiva
tin
g
th
em
to
lea
r
n
t
h
is
ta
r
g
et
la
n
g
u
a
g
e.
”
(
T
ea
c
h
er
Z
il
a,
r
ef
lectio
n
lo
g
,
1
8
/6
)
.
“If
th
e
s
tu
d
en
ts
w
a
n
t
to
lea
r
n
s
o
meth
in
g
,
w
e
a
s
tea
ch
er
n
ee
d
to
s
u
p
p
o
r
t
a
n
d
mo
tiva
te
th
e
m
to
d
o
it.
I
’
m
a
ls
o
a
l
lo
w
in
g
th
em
t
o
p
la
y
g
a
mes
a
n
d
a
w
a
r
d
th
em
th
e
s
ta
r
s
fo
r
th
eir
g
o
o
d
w
o
r
k
a
n
d
g
o
o
d
d
ee
d
i
n
th
e
cla
s
s
r
o
o
m.
”
(
T
ea
ch
er
Am
r
i,
in
ter
v
iew,
1
6
/
6
)
.
B
esid
es
th
at,
th
e
teac
h
er
s
al
s
o
claim
ed
th
at,
th
ey
f
elt
m
o
tiv
ated
to
teac
h
wh
en
th
ey
f
elt
ap
p
r
ec
iated
b
y
th
eir
s
tu
d
en
t
s
,
s
ch
o
o
l a
d
m
i
n
is
tr
atio
n
,
p
ar
en
ts
an
d
c
o
m
m
u
n
ity
m
em
b
er
s
.
T
h
e
teac
h
er
s
in
th
is
s
tu
d
y
b
eliev
ed
th
at
b
ein
g
a
m
o
tiv
ated
teac
h
e
r
is
o
n
e
o
f
th
e
f
u
n
d
am
en
tal
ele
m
en
ts
to
war
d
s
an
ef
f
ec
tiv
e
teac
h
in
g
.
“M
o
tiva
tio
n
to
tea
c
h
h
el
p
s
me
to
p
u
t
a
n
effo
r
t
to
crea
te
a
n
d
s
p
a
r
k
g
o
o
d
w
is
h
es
fo
r
me
to
tea
ch
my
s
tu
d
en
ts
.
”
(
T
ea
ch
er
An
u
ar
,
r
e
f
lectio
n
lo
g
,
1
/6
)
.
“T
h
e
s
u
p
p
o
r
t
fr
o
m
th
e
h
ea
d
m
a
s
ter
a
n
d
p
a
r
en
ts
en
a
b
le
me
to
d
o
th
e
lea
r
n
i
n
g
a
ctivities
w
ith
my
s
tu
d
en
ts
b
etter
.
”
(
T
ea
ch
er
Vin
a,
r
ef
lectio
n
lo
g
,
2
4
/6
)
.
“It
w
a
s
a
ch
a
llen
g
e
fo
r
m
e
t
o
tea
ch
th
em
w
h
ich
s
o
metime
s
h
u
r
tin
g
my
h
e
a
r
t.
I
n
ee
d
id
e
a
s
a
n
d
s
u
p
p
o
r
t fro
m
o
th
ers
to
co
p
e
w
ith
th
e
s
itu
a
tio
n
.
”
(
T
ea
ch
e
r
I
r
a
,
r
ef
lectio
n
lo
g
,
2
4
/6
)
.
3
.
2
.
4
.
T
hem
e
4
:
T
im
e
m
a
na
g
em
ent
T
im
e
m
an
ag
em
en
t
was
an
o
th
er
im
p
o
r
tan
t
elem
en
t
in
clu
d
e
d
in
th
eir
r
ef
lectiv
ity
.
T
h
e
p
r
o
g
r
am
m
es
in
s
ch
o
o
l
m
ad
e
th
em
o
f
ten
o
v
er
lo
ad
ed
with
h
asty
p
r
o
g
r
a
m
m
es
th
at
in
ter
r
u
p
t
th
eir
teac
h
in
g
tim
e.
T
h
ey
co
m
p
lain
ed
th
at
s
o
m
etim
es
t
h
ey
h
a
d
p
la
n
n
ed
s
o
m
eth
in
g
,
b
u
t
s
o
m
et
h
in
g
else
to
o
k
p
lace
a
n
d
th
e
y
f
ac
ed
tim
e
co
n
s
tr
ain
t in
ca
r
r
y
in
g
o
u
t th
e
t
ea
ch
in
g
an
d
lear
n
in
g
ac
tiv
ities
.
T
h
ey
n
ee
d
to
p
o
s
tp
o
n
e
an
d
r
etea
ch
th
eir
less
o
n
.
“T
h
e
d
r
a
g
g
in
g
time
o
f
o
th
er
c
o
-
a
ca
d
emic
a
ctivities
d
u
r
in
g
s
ch
o
o
l
time
d
is
r
u
p
t
my
less
o
n
a
n
d
my
s
tu
d
e
n
ts
’
a
tten
tio
n
esp
ec
ia
lly
to
th
o
s
e
w
h
o
a
r
e
s
ma
r
ter
a
s
th
ey
w
ere
a
lw
a
ys
b
ein
g
ch
o
s
en
fo
r
mo
s
t o
f th
e
co
-
a
c
a
d
emic
a
ctivities.
I
n
ee
d
to
r
ep
ea
t a
n
d
t
h
e
o
th
er st
u
d
en
ts
in
th
e
cl
a
s
s
r
o
o
m
g
et
b
o
r
ed
a
s
t
h
ey
h
a
d
lea
r
n
ed
a
b
o
u
t
it
b
efo
r
e.
S
o
metime
s
,
th
ey
a
r
e
s
h
o
r
ta
g
e
o
f
time
to
en
g
a
g
e
in
th
e
ta
s
ks
g
iven
a
s
th
ey
n
ee
d
to
d
o
th
e
p
r
a
ctice
fo
r
th
e
co
-
a
ca
d
emic
a
ctivities.
Mea
n
w
h
ile,
fo
r
th
e
w
ea
k
s
tu
d
en
ts
th
ey
h
a
d
less
ti
me
to
en
g
a
g
e
in
th
e
a
ctivities
a
s
I
n
ee
d
to
s
h
o
r
ten
th
e
time
in
ev
ery
s
ta
g
e
b
u
t
th
ey
h
a
ve
a
b
etter
ch
a
n
ce
w
h
en
I
’
m
r
ep
ea
tin
g
th
e
less
o
n
.
A
s
fo
r
me
r
ep
ea
tin
g
th
e
s
a
me
to
p
ic
ma
ke
me
u
n
a
b
le
to
fin
is
h
th
e
s
ylla
b
u
s
o
n
time
a
n
d
my
s
tu
d
en
ts
h
a
ve
in
s
u
fficien
t time
to
lea
r
n
.
”
(
T
ea
ch
er
Naz
m
i,
r
ef
lectio
n
lo
g
,
5
/
3
)
.
“T
h
e
time
ma
n
a
g
eme
n
t
is
imp
o
r
ta
n
t
fo
r
me.
A
s
I
n
ee
d
to
s
ta
r
t
th
e
less
o
n
o
n
time.
I
f
n
o
t,
I
t
en
d
to
d
r
a
g
th
e
time
a
n
d
u
n
a
b
le
t
o
co
mp
lete
th
e
less
o
n
o
n
time
.
I
r
ea
lly
d
o
n
’
t
like
my
cla
s
s
a
fter
th
e
r
ec
ess
a
n
d
a
fter
th
e
s
u
b
ject
w
h
ich
n
ee
d
th
e
s
tu
d
en
ts
to
mo
ve
fr
o
m
p
la
ce
to
p
la
ce
a
s
it
ta
ke
s
mo
r
e
th
a
n
five
min
u
tes
fo
r
th
em
to
b
e
r
ea
d
y
t
o
lea
r
n
i
n
my
cla
s
s
a
n
d
my
s
tu
d
en
ts
h
a
ve
less
time
to
lea
r
n
th
e
ma
teri
a
l b
ein
g
ta
u
g
h
t.”
(
T
ea
c
h
er
Vin
a,
r
ef
lectio
n
lo
g
,
1
6
/3
)
.
“M
a
in
ta
in
in
g
th
e
mo
men
tu
m
d
u
r
in
g
th
e
less
o
n
is
o
n
e
o
f th
e
fr
u
itfu
l
w
a
ys o
f p
r
ev
en
tin
g
p
u
p
ils
’
mis
b
eh
a
vio
r
d
u
r
in
g
th
e
less
o
n
s
a
n
d
to
en
s
u
r
e
th
e
s
mo
o
th
flo
w
o
f
th
e
less
o
n
.
”
(
T
ea
ch
er
An
u
ar
,
r
ef
lectio
n
lo
g
,
2
/3
)
.
B
esid
es
th
at,
th
e
teac
h
er
s
also
ag
r
ee
d
th
ey
n
ee
d
to
ar
r
a
n
g
e
an
d
p
r
o
v
i
d
e
p
r
o
p
er
tim
e
f
o
r
th
e
m
s
elv
es to
p
lan
,
to
teac
h
,
to
g
u
id
e
an
d
to
allo
w
th
eir
s
tu
d
en
ts
to
in
v
o
lv
e
th
em
s
elv
es
in
th
e
lear
n
in
g
p
r
o
ce
s
s
in
o
r
d
er
to
lear
n
th
e
m
ater
ial
b
ei
n
g
tau
g
h
t
ef
f
ec
tiv
ely
.
T
h
ey
claim
ed
th
at
:
“I
tr
y
h
a
r
d
to
p
r
o
vid
e
a
mp
le
t
ime
to
th
e
s
tu
d
en
ts
in
my
cl
a
s
s
to
g
ive
th
em
c
h
a
n
ce
s
to
co
mp
lete
th
e
ta
s
ks g
iven
.
”
(
T
ea
ch
er
Am
r
i,
in
te
r
v
iew,
2
9
/6
)
.
“S
tu
d
en
ts
w
ill
b
e
mo
r
e
mo
tiva
ted
to
lea
r
n
a
b
o
u
t
a
to
p
ic
w
h
en
th
ey
a
r
e
g
iven
a
m
p
le
time
to
g
r
a
s
p
th
e
g
is
t
o
f
th
e
in
fo
r
ma
t
io
n
ta
u
g
h
t
in
th
e
cla
s
s
r
o
o
m
a
n
d
to
u
s
e
th
e
s
kills
o
r
kn
o
w
le
d
g
e
ta
u
g
h
t
w
ith
g
u
id
a
n
ce
a
s
th
ey
co
u
ld
n
o
t
d
o
it
o
n
t
h
eir
o
w
n
b
u
t
th
ey
ca
n
d
o
w
ith
tea
ch
er’s
h
elp
a
n
d
g
u
id
a
n
ce
.
”
(
T
ea
ch
e
r
I
r
a,
r
ef
lectio
n
lo
g
,
3
0
/6
)
.
3
.
2
.
5
.
T
hem
e
5
:
Cla
s
s
ro
o
m
m
a
na
g
e
m
ent
T
h
e
teac
h
er
s
in
th
is
s
tu
d
y
also
claim
ed
th
at
r
ef
lectiv
e
p
r
ac
tice
en
ab
le
th
em
to
m
a
n
ag
e
th
eir
class
r
o
o
m
well.
T
h
ey
ar
e
a
b
le
to
s
in
ce
r
ely
ass
ess
th
e
n
ee
d
s
o
f
ea
ch
s
tu
d
en
t a
s
an
in
d
iv
id
u
al
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
u
s
e
o
f reflective
p
r
a
ctice
to
w
a
r
d
s
a
ch
ievin
g
effec
tive
E
n
g
lis
h
la
n
g
u
a
g
e
…
(
S
iti N
o
o
r
A
n
ee
is
Ha
s
h
im
)
371
“I
a
lw
a
ys
a
w
a
r
e
o
n
my
s
tu
d
en
ts
’
feed
b
a
ck
s
a
n
d
g
estu
r
es
in
th
e
cla
s
s
r
o
o
m.
I
f
th
ey
s
h
o
w
b
o
r
in
g
fa
ce
o
r
co
n
f
u
s
in
g
ex
p
r
ess
io
n
s
,
it
s
h
o
w
s
th
a
t
I
n
ee
d
to
ch
a
n
g
e
my
in
s
tr
u
ctio
n
s
o
n
th
e
s
p
o
t.”
(
T
ea
ch
er
Am
r
i,
in
ter
v
ie
w
,
6
/4
)
“As
I
’
m
tea
ch
in
g
la
s
t
cla
s
s
a
t
my
s
ch
o
o
l
,
I
n
ee
d
to
u
s
e
s
imp
le
E
n
g
lis
h
w
ith
my
p
u
p
ils
.
S
o
metime
s
,
I
n
ee
d
to
tr
a
n
s
la
te
my
in
s
t
r
u
ctio
n
s
to
th
em.
I
f
n
o
t,
I
’
m
ju
s
t
ta
lkin
g
to
my
s
elf
a
lo
n
e
w
h
ile
my
p
u
p
ils
d
o
n
’
t
kn
o
w
w
h
a
t
th
ey
a
r
e
lea
r
n
in
g
a
n
d
w
h
a
t
I
’
m
tea
ch
in
g
th
em.
”
(
T
ea
ch
er
Naz
m
i,
in
ter
v
iew
,
1
2
/
4
)
.
“I
b
eliev
e
th
a
t
co
d
e
s
w
itch
in
g
a
n
d
co
d
e
mixin
g
h
elp
th
em
to
u
n
d
ers
ta
n
d
my
in
s
tr
u
ctio
n
s
a
s
w
ell
a
s
en
a
b
le
th
em
to
lea
r
n
b
etter
th
a
n
ju
s
t
p
a
r
r
o
tin
g
th
e
in
s
tr
u
ctio
n
s
g
iven
.
”
(
T
ea
ch
er
Z
ila,
in
ter
v
iew
,
2
4
/4
)
.
T
h
e
teac
h
er
s
also
r
ef
lecte
d
co
n
tin
u
o
u
s
ly
b
ef
o
r
e
,
wh
ile
an
d
a
f
ter
teac
h
in
g
t
o
m
ak
e
s
u
r
e
th
ei
r
s
tu
d
en
ts
wer
e
r
ea
d
y
t
o
lear
n
a
n
d
to
m
a
k
e
s
u
r
e
th
ey
wer
e
also
r
ea
d
y
t
o
teac
h
.
“Po
s
itive
cla
s
s
r
o
o
m
r
u
les
e
n
a
b
le
me
to
tea
c
h
my
s
tu
d
en
ts
w
ith
a
p
p
r
o
p
r
ia
te
leve
ls
o
f
in
s
tr
u
ctio
n
a
n
d
to
e
n
co
u
r
a
g
e
my
s
tu
d
en
ts
to
p
a
r
ticip
a
te
in
th
e
less
o
n
.
I
n
ee
d
to
ch
a
n
g
e
th
e
cla
s
s
r
o
o
m
s
e
ttin
g
to
a
vo
id
th
em
fr
o
m
p
la
yin
g
a
n
d
d
o
in
g
o
th
er
th
in
g
s
d
u
r
in
g
th
e
less
o
n
.
”
(
T
ea
ch
er
Vin
a,
r
ef
lectio
n
l
o
g
,
2
3
/6
)
.
“I
n
ee
d
to
lo
w
er
d
o
w
n
my
le
ve
l
o
f
in
s
tr
u
ctio
n
to
ma
ke
it
a
p
p
lica
b
le
t
o
my
s
tu
d
en
ts
.
I
f
o
u
n
d
th
a
t
it
w
ill
b
e
d
iffi
cu
lt
fo
r
th
e
m
to
u
n
d
ers
ta
n
d
my
in
s
tr
u
ctio
n
s
if
I
c
o
n
tin
u
e
u
s
in
g
it.”
(
T
e
a
c
h
e
r
A
m
r
i
,
r
e
f
l
e
c
t
i
o
n
l
o
g
,
1
4
/6
)
.
“I
n
ee
d
to
b
e
mo
r
e
co
n
ce
r
n
w
ith
th
eir
r
ea
d
in
ess
.
I
t
i
s
a
n
imp
o
r
ta
n
t
fea
tu
r
e
to
b
e
h
ig
h
lig
h
ted
in
o
r
d
er
to
a
ch
ieve
effec
tive
te
a
ch
in
g
.
”
(
T
ea
ch
er
I
r
a,
r
e
f
lectio
n
lo
g
,
9
/6
)
.
As
th
e
s
u
m
m
ar
y
,
b
ased
o
n
th
e
th
em
atic
an
aly
s
is
,
Fig
u
r
e
2
s
h
o
ws
clea
r
ly
th
e
c
o
d
es
an
d
t
h
e
th
em
es
f
o
r
th
e
elem
en
ts
r
ef
lecte
d
b
y
t
h
e
teac
h
er
s
i
n
m
a
k
in
g
ch
an
g
e
s
in
th
eir
i
n
s
tr
u
ctio
n
s
.
T
h
e
th
e
m
es
wer
e
em
er
g
ed
f
r
o
m
th
e
co
d
es
an
aly
ze
d
in
N
Viv
o
Ver
s
io
n
1
1
to
an
s
wer
r
es
ea
r
ch
q
u
esti
o
n
two
.
Fig
u
r
e
2
.
T
h
e
elem
en
ts
r
ef
lect
ed
b
y
t
h
e
teac
h
er
s
in
m
a
k
in
g
i
n
s
tr
u
ctio
n
s
ch
an
g
es
3.
3
.
Dis
cu
s
s
io
n
B
ased
o
n
th
e
an
aly
s
is
o
f
th
e
d
ata,
th
er
e
ar
e
two
m
ajo
r
asp
ec
ts
o
f
th
is
r
esear
ch
t
h
at
n
ee
d
d
is
cu
s
s
io
n
.
T
h
e
f
ir
s
t
asp
ec
t
was
ab
o
u
t
th
e
u
s
e
o
f
r
ef
lectiv
e
p
r
ac
tice
in
teac
h
in
g
an
d
th
e
s
ec
o
n
d
asp
ec
t
was
ab
o
u
t
th
e
elem
en
ts
th
at
teac
h
er
s
r
ef
lecte
d
u
p
o
n
to
m
ak
e
ch
a
n
g
es in
th
e
ir
teac
h
in
g
.
I
n
r
elatio
n
t
o
th
e
f
ir
s
t
asp
ec
t
o
f
th
e
r
esear
ch
,
t
h
e
r
esu
lts
p
o
r
t
r
ay
ed
th
at
th
e
teac
h
er
s
ap
p
lie
d
r
ef
lectiv
e
p
r
ac
tice
to
ad
ju
s
t
an
d
m
ak
e
c
h
an
g
es
to
p
lan
th
e
less
o
n
,
d
u
r
in
g
teac
h
in
g
a
n
d
af
ter
teac
h
i
n
g
to
r
ef
r
a
m
e
th
eir
teac
h
in
g
f
o
r
f
u
tu
r
e
less
o
n
[
9,
36,
45
]
.
Similar
to
Su
a,
et
a
l.
[
1
7
]
as
well
as
L
ee
[
3
6
]
,
th
e
t
ea
ch
er
s
in
th
is
s
tu
d
y
claim
ed
th
at
r
ef
lectiv
e
ac
tiv
it
ies
s
u
p
p
o
r
t
t
h
em
to
b
e
m
o
r
e
p
r
o
g
r
ess
iv
e
an
d
en
a
b
le
th
e
m
to
i
n
cr
ea
s
e
th
eir
teac
h
in
g
q
u
ality
[
2
-
5
]
b
u
t,
th
e
f
in
d
in
g
s
s
h
o
wed
t
h
at,
r
ath
e
r
th
an
p
r
ac
ticin
g
r
ef
lectiv
e
p
r
a
ctice
o
n
th
eir
o
wn
,
th
e
teac
h
er
s
n
ee
d
a
m
p
le
s
u
p
p
o
r
t
f
r
o
m
th
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
to
im
p
r
o
v
e
th
eir
p
r
ac
tic
es
in
s
ch
o
o
ls
[
1
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
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c
,
Vo
l
.
10
,
No
.
1
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Ma
r
ch
2
0
2
1
:
3
6
4
-
3
7
4
372
T
h
e
s
u
p
p
o
r
t
an
d
co
llab
o
r
ativ
e
r
ef
lectiv
e
ac
tiv
ities
[
2
3
]
will
m
o
tiv
ate
th
e
teac
h
e
r
s
in
im
p
l
em
en
tin
g
r
e
f
lectiv
e
ac
tiv
ities
in
th
eir
teac
h
i
n
g
an
d
lear
n
in
g
p
r
o
ce
s
s
wh
ich
co
u
l
d
ea
s
e
th
e
teac
h
er
s
’
s
tr
ess
in
p
r
o
v
id
i
n
g
ef
f
ec
tiv
e
teac
h
in
g
[
5
,
4
3
]
to
in
c
r
ea
s
e
s
tu
d
en
ts
’
lear
n
in
g
p
e
r
f
o
r
m
an
ce
an
d
to
f
u
lf
il
th
e
p
e
d
ag
o
g
ical,
co
n
ten
t
an
d
co
n
te
x
t
d
em
an
d
s
[
5,
14
]
b
ased
o
n
th
ei
r
o
wn
p
ac
e
an
d
s
ig
n
if
ican
t
to
t
h
e
co
n
te
x
t
as
s
u
g
g
ested
b
y
J
e
jo
an
d
Haji
[
24
].
I
t
is
b
ec
au
s
e
well
m
o
tiv
ated
teac
h
er
s
p
lay
th
eir
r
o
le
m
ea
n
in
g
f
u
lly
to
c
o
n
v
e
y
th
eir
en
th
u
s
iasm
to
th
eir
s
tu
d
en
ts
[4
,
3
1
,
45
]
.
Mo
v
in
g
o
n
to
th
e
s
ec
o
n
d
p
ar
t
o
f
th
e
r
esear
ch
,
th
e
p
ar
ticip
an
ts
f
o
cu
s
ed
o
n
f
i
v
e
elem
e
n
ts
to
m
a
k
e
ch
an
g
es
in
th
eir
teac
h
in
g
.
T
h
e
q
u
ality
o
f
in
s
tr
u
ctio
n
,
a
p
p
r
o
p
r
iaten
ess
lev
el
o
f
in
s
tr
u
ctio
n
s
,
in
ce
n
tiv
e
an
d
tim
e
as
s
u
g
g
ested
b
y
Slav
in
[
1
7
,
1
8
]
wer
e
h
ig
h
lig
h
te
d
as
th
e
n
e
ed
ed
elem
en
ts
to
h
elp
th
em
t
o
ac
h
iev
e
ef
f
ec
tiv
e
teac
h
in
g
,
b
u
t
th
e
teac
h
e
r
s
claim
ed
th
at
t
ea
ch
er
s
n
ee
d
to
f
o
cu
s
o
n
th
eir
teac
h
in
g
p
er
f
o
r
m
an
ce
an
d
s
tu
d
en
ts
’
p
er
f
o
r
m
an
ce
[
1
0
]
,
teac
h
er
s
’
m
o
tiv
atio
n
[
3
1
]
a
n
d
class
r
o
o
m
m
an
ag
em
e
n
t
[
1
9
,
2
5
,
2
9
,
3
5
]
t
o
g
u
i
d
e
t
h
e
m
t
o
b
e
m
o
r
e
r
e
f
l
e
c
t
i
v
e
,
c
r
e
a
t
i
v
e
a
n
d
t
o
t
h
i
n
k
c
r
i
t
i
c
a
l
l
y
t
o
f
i
n
d
r
e
l
e
v
a
n
c
y
i
n
p
l
a
n
n
i
n
g
a
n
d
c
h
o
o
s
i
n
g
t
h
e
m
a
t
e
r
i
a
l
s
[
3
3
,
45]
as
well
as
ef
f
ec
tiv
e
ap
p
r
o
ac
h
es
[
3
0
,
3
4
]
to
d
eliv
er
th
eir
in
s
tr
u
ct
io
n
s
s
u
cc
ess
f
u
lly
[
1
0
,
46
-
48]
.
4.
CO
NCLU
SI
O
N
I
n
ter
m
o
f
p
r
ac
tical
co
n
tr
ib
u
ti
o
n
s
,
teac
h
er
s
s
h
o
u
ld
u
s
e
r
ef
le
ctiv
e
p
r
ac
tice
to
in
cr
ea
s
e
th
eir
teac
h
in
g
p
er
f
o
r
m
an
ce
to
en
s
u
r
e
th
e
y
ca
n
p
r
o
v
i
d
e
an
d
d
eliv
e
r
m
ea
n
i
n
g
f
u
l
lear
n
i
n
g
ex
p
e
r
ien
ce
f
o
r
th
eir
s
tu
d
en
ts
with
th
e
in
ten
tio
n
o
f
in
cr
ea
s
in
g
t
h
eir
lear
n
in
g
p
e
r
f
o
r
m
an
ce
.
T
h
u
s
,
E
n
g
lis
h
lan
g
u
a
g
e
teac
h
er
s
n
ee
d
to
th
in
k
cr
itically
,
r
ef
lectiv
ely
an
d
r
ef
l
ex
iv
ely
to
m
o
tiv
ate
th
em
s
elv
e
s
,
to
ac
co
m
p
lis
h
cu
r
r
icu
lu
m
n
ee
d
s
an
d
teac
h
in
g
g
o
als.
T
ea
ch
er
s
s
h
o
u
ld
also
h
av
e
a
r
ef
lectiv
e
attitu
d
e
to
en
h
an
ce
th
eir
cu
r
r
en
t
teac
h
in
g
s
k
ills
b
y
d
ete
r
m
in
ed
th
eir
aim
s
f
o
r
th
em
s
elv
es
an
d
en
ab
le
th
em
to
c
o
n
tr
o
l
t
h
eir
b
eh
av
io
u
r
an
d
th
ei
r
s
tu
d
en
ts
’
b
eh
av
io
u
r
to
ac
h
iev
e
s
p
ec
if
ic,
m
ea
s
u
r
ab
le,
attain
ab
le,
r
elev
an
t,
an
d
tim
ely
teac
h
in
g
o
b
jectiv
es.
As
r
eg
ar
d
s
,
th
e
u
s
e
o
f
r
ef
lectiv
e
teac
h
in
g
an
d
r
e
f
lectiv
e
lear
n
i
n
g
co
u
ld
ca
p
tu
r
e
th
e
s
tu
d
e
n
ts
’
in
ter
est
an
d
atten
tio
n
in
lear
n
in
g
th
is
tar
g
et
lan
g
u
ag
e.
C
o
n
s
ec
u
tiv
ely
,
b
ase
d
o
n
th
e
f
in
d
i
n
g
s
,
th
e
s
ch
o
o
l a
d
m
in
is
tr
ato
r
s
s
h
o
u
ld
tak
e
th
e
d
is
ce
r
n
in
g
in
itiativ
e
to
p
r
o
m
o
te
an
d
o
r
g
an
is
e
p
r
o
f
ess
io
n
al
lear
n
in
g
ac
tiv
ities
to
in
cr
e
ase
teac
h
er
s
’
r
ef
lectiv
ity
an
d
r
e
f
lex
iv
ity
.
I
n
ad
d
itio
n
,
th
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
co
u
ld
u
s
e
p
r
o
f
ess
io
n
al
lear
n
in
g
ac
tiv
ities
as
a
s
u
p
p
o
r
t
iv
e
m
ed
iu
m
f
o
r
in
-
s
er
v
ice
teac
h
er
s
to
r
ef
lect
an
d
s
h
ar
e
th
eir
b
est
p
r
ac
tices
in
a
co
llab
o
r
ativ
e
way
to
s
o
lv
e
th
e
teac
h
in
g
p
r
o
b
lem
s
,
to
co
n
tr
ib
u
te
r
elev
an
t i
d
ea
s
an
d
tech
n
iq
u
es to
ac
h
iev
e
e
f
f
ec
ti
v
e
E
n
g
lis
h
lan
g
u
ag
e
teac
h
in
g
.
I
n
th
e
s
am
e
way
,
th
e
Min
i
s
tr
y
o
f
E
d
u
ca
tio
n
s
h
o
u
ld
al
s
o
p
r
o
v
id
e
a
s
et
o
f
r
ef
lectiv
e
p
r
ac
tice
g
u
id
elin
es
an
d
co
ac
h
in
g
ex
p
e
r
tis
e
to
ass
i
s
t
th
e
teac
h
er
s
wi
t
h
r
ef
er
en
ce
to
im
p
lem
en
t
co
n
tin
u
o
u
s
,
co
n
s
is
ten
t
an
d
s
y
s
tem
atic
r
ef
lectiv
e
ac
ti
v
ities
to
d
ev
elo
p
teac
h
er
s
’
p
r
o
f
ess
io
n
alis
m
.
T
h
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
s
h
o
u
ld
tak
e
ad
v
an
tag
e
o
f
th
e
f
in
d
in
g
s
to
f
u
lf
il
th
e
n
ee
d
s
o
f
E
n
g
lis
h
lan
g
u
ag
e
teac
h
er
s
,
s
p
ec
if
ically
in
u
s
in
g
r
ef
lectiv
e
p
r
ac
tice
to
g
ain
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
th
eir
o
wn
in
d
iv
id
u
al
teac
h
in
g
,
to
im
p
r
o
v
e
th
eir
ef
f
ec
tiv
en
ess
in
th
e
class
r
o
o
m
as
well
as
to
ac
k
n
o
wled
g
e
s
tu
d
en
ts
’
k
n
o
wled
g
e
,
s
en
s
itiv
ity
,
s
o
cial
an
d
p
o
liti
ca
l
co
n
s
eq
u
en
ce
s
i
n
teac
h
in
g
.
C
o
m
p
atib
ly
,
in
ter
m
o
f
p
o
licy
co
n
tr
i
b
u
tio
n
,
th
e
el
em
en
ts
p
r
o
p
o
s
ed
b
y
Slav
in
n
e
ed
to
b
e
to
o
k
u
p
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
as
a
g
u
id
elin
e
to
r
ev
is
e
th
e
cu
r
r
en
t
ed
u
ca
tio
n
p
o
licy
to
ac
h
ie
v
e
ef
f
ec
tiv
e
E
n
g
lis
h
lan
g
u
ag
e
teac
h
in
g
an
d
lear
n
in
g
.
As
a
f
in
al
p
o
in
t,
in
ter
m
o
f
th
eo
r
etica
l
co
n
tr
ib
u
tio
n
,
th
is
s
tu
d
y
ad
d
an
o
th
e
r
elem
en
ts
to
Slav
in
’
s
Mo
d
el
o
f
E
f
f
ec
tiv
e
I
n
s
tr
u
ctio
n
in
th
e
co
n
tex
t
o
f
Ma
lay
s
ia
E
n
g
lis
h
lan
g
u
ag
e
class
r
o
o
m
wh
ich
n
ee
d
to
b
e
h
ig
h
lig
h
ted
as
im
p
o
r
tan
t
a
n
d
r
elev
an
t
elem
en
ts
to
g
u
id
e
th
e
teac
h
er
s
to
d
eliv
er
ef
f
ec
tiv
e
teac
h
in
g
.
T
ea
ch
er
s
n
ee
d
to
r
ef
lect
an
d
m
ak
e
ad
ju
s
tm
e
n
ts
b
ased
o
n
teac
h
in
g
p
er
f
o
r
m
an
ce
,
s
tu
d
e
n
ts
’
p
er
f
o
r
m
an
ce
,
m
o
tiv
atio
n
,
tim
e
m
an
ag
em
en
t
an
d
class
r
o
o
m
m
an
ag
em
en
t
r
ath
e
r
th
an
f
o
c
u
s
in
g
o
n
ly
o
n
f
o
u
r
alter
ab
le
elem
en
ts
wh
ich
is
k
n
o
wn
as
“q
u
ality
o
f
in
s
tr
u
ctio
n
,
ap
p
r
o
p
r
iate
lev
els
o
f
in
s
tr
u
ctio
n
s
,
in
ce
n
tiv
e,
an
d
tim
e
.
”
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
wis
h
to
th
an
k
th
e
v
ar
io
u
s
p
ar
ties
th
at
s
u
p
p
o
r
te
d
th
is
r
esear
ch
,
in
p
ar
ticu
lar
a
ll
teac
h
er
s
in
p
r
im
ar
y
s
ch
o
o
ls
an
d
f
o
r
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
Ma
lay
s
ia.
RE
F
E
R
E
NC
E
S
[1
]
Da
rli
n
g
-
Ha
m
m
o
n
d
,
L.
,
“
Tea
c
h
e
r
q
u
a
li
ty
a
n
d
stu
d
e
n
t
a
c
h
iev
e
m
e
n
t
:
A
re
v
iew
o
f
sta
te
p
o
li
c
y
e
v
id
e
n
c
e
,”
Ed
u
c
a
t
io
n
p
o
li
c
y
a
n
a
lys
is a
rc
h
ive
s
,
v
o
l.
8
,
n
o
.
1
,
p
p
.
1
-
4
4
,
2
0
0
0
.
[2
]
An
y
ien
d
a
h
,
M
.
,
“
Ch
a
ll
e
n
g
e
s
F
a
c
e
d
b
y
Tea
c
h
e
rs
W
h
e
n
Tea
c
h
in
g
En
g
li
sh
in
p
u
b
li
c
p
rima
ry
S
c
h
o
o
ls
i
n
Ke
n
y
a
,”
Fro
n
ti
e
rs
i
n
Ed
u
c
a
t
io
n
,
v
o
l
.
2
,
n
o
.
1
3
,
p
p
.
1
-
3,
2
0
1
7
.
[3
]
M
in
istr
y
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
“
M
a
lay
sia
Ed
u
c
a
ti
o
n
Bl
u
e
p
ri
n
t
-
2
0
1
3
-
2
0
2
5
,
”
KPM
,
2
0
1
3
.
[4
]
M
in
istr
y
o
f
Ed
u
c
a
ti
o
n
M
a
lay
sia
,
“
En
g
l
ish
La
n
g
u
a
g
e
M
a
n
a
g
e
m
e
n
t
G
u
id
e
b
o
o
k
P
rima
ry
a
n
d
S
e
c
o
n
d
a
ry
S
c
h
o
o
ls,”
KPM
,
2
0
1
9
.
[5
]
Bro
o
k
field
,
S
.
,
Bec
o
min
g
a
c
riti
c
a
ll
y
re
fl
e
c
ti
v
e
tea
c
h
e
r
,
2
n
d
e
d
.
Ne
w Yo
rk
:
J
o
h
n
Wi
le
y
&
S
o
n
s
,
2
0
1
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Th
e
u
s
e
o
f reflective
p
r
a
ctice
to
w
a
r
d
s
a
ch
ievin
g
effec
tive
E
n
g
lis
h
la
n
g
u
a
g
e
…
(
S
iti N
o
o
r
A
n
ee
is
Ha
s
h
im
)
373
[6
]
Ka
m
b
o
u
ri
-
Da
n
o
s,
M
.
a
n
d
P
ierid
o
u
,
M
.
,
“
Qu
a
li
tati
v
e
d
o
c
t
o
ra
l
re
se
a
rc
h
in
e
d
u
c
a
ti
o
n
a
l
se
tt
in
g
s:
Re
flec
ti
n
g
o
n
m
e
a
n
in
g
fu
l
e
n
c
o
u
n
ters
,
”
In
ter
n
a
t
io
n
a
l
J
o
u
rn
a
l
o
f
Ev
a
lu
a
ti
o
n
a
n
d
Res
e
a
rc
h
in
Ed
u
c
a
ti
o
n
(IJ
ER
E)
,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
2
1
-
3
1
,
2
0
2
0
.
[7
]
Ola
y
a
M
e
sa
,
M
.
,
“
Re
flec
ti
v
e
tea
c
h
in
g
:
An
a
p
p
r
o
a
c
h
t
o
e
n
rich
th
e
En
g
l
ish
tea
c
h
in
g
p
r
o
fe
ss
io
n
a
l
p
ra
c
ti
c
e
,
”
Ho
w
,
v
o
l.
2
5
,
n
o
.
2
,
p
p
.
1
4
9
-
1
7
0
,
2
0
1
8
.
[8
]
M
a
th
e
w,
P
.
,
M
a
th
e
w,
P
.
,
a
n
d
P
e
e
c
h
a
tt
u
,
P
.
J.,
“
Re
flec
ti
v
e
p
ra
c
ti
c
e
s:
A
m
e
a
n
s
to
tea
c
h
e
r
d
e
v
e
l
o
p
m
e
n
t,
”
Asia
P
a
c
if
ic
J
o
u
rn
a
l
o
f
Co
n
tem
p
o
r
a
ry
Ed
u
c
a
ti
o
n
a
n
d
Co
mm
u
n
ica
ti
o
n
T
e
c
h
n
o
l
o
g
y
,
v
o
l.
3
,
n
o
.
1
,
p
p
.
1
2
6
-
1
3
1
,
2
0
1
7
.
[9
]
Ah
m
a
d
,
I.
,
S
a
id
,
H.,
Zeb
,
A.
,
Ur
Re
h
m
a
n
,
S
.
,
Ah
m
a
d
,
S
.
,
a
n
d
Kh
a
n
,
W
.
,
“
Ho
w
Re
flec
ti
v
e
P
ra
c
ti
c
e
Im
p
ro
v
e
s
Tea
c
h
e
rs'
c
la
ss
ro
o
m
Tea
c
h
in
g
S
k
il
l?
Ca
se
o
f
Co
m
m
u
n
it
y
Ba
se
d
S
c
h
o
o
ls
in
Distr
ict
C
h
it
ra
l,
K
h
y
b
e
r
P
a
k
h
t
u
n
k
h
wa
,
”
Aca
d
e
mic
Res
e
a
rc
h
In
ter
n
a
ti
o
n
a
l
,
v
o
l.
4
,
n
o
.
1
,
p
p
.
7
3
-
8
1
,
2
0
1
3
.
[1
0
]
Ak
b
a
ri,
R.
a
n
d
Allv
a
r,
N.
,
“
L2
T
e
a
c
h
e
r
Ch
a
ra
c
t
e
risti
c
s
a
s
P
re
d
icto
rs
o
f
S
tu
d
e
n
ts’
Ac
a
d
e
m
ic
Ac
h
iev
e
m
e
n
t,
”
T
ES
L
-
EJ
,
v
o
l.
1
3
,
n
o
.
4
,
p
p
.
1
-
22,
2
0
1
0
.
[1
1
]
G
h
a
y
e
,
T.
,
T
e
a
c
h
i
n
g
a
n
d
lea
rn
in
g
t
h
ro
u
g
h
re
fl
e
c
ti
v
e
p
ra
c
ti
c
e
:
A
p
ra
c
ti
c
a
l
g
u
id
e
fo
r
p
o
siti
v
e
a
c
t
io
n
.
Ne
w
Y
o
rk
:
Ro
u
tl
e
d
g
e
,
2
0
1
0
.
[1
2
]
F
a
rre
ll
,
T.
S
.
,
“
Re
flec
ti
n
g
o
n
E
S
L
tea
c
h
e
r
e
x
p
e
rti
se
:
a
c
a
se
stu
d
y
,
”
S
y
ste
m
,
v
o
l
.
4
1
,
n
o
,
4
,
p
p
.
1
0
7
0
-
1
0
8
2
,
2
0
1
3
.
[1
3
]
Kill
io
n
,
J.
a
n
d
To
d
n
e
m
,
G
.
,
“
A
p
r
o
c
e
ss
o
f
p
e
rso
n
a
l
t
h
e
o
r
y
b
u
il
d
in
g
,
”
Ed
u
c
a
ti
o
n
a
l
L
e
a
d
e
rs
h
i
p
,
v
o
l.
4
8
,
n
o
.
6
,
p
p
.
1
4
-
1
7
.
1
9
9
1
.
[1
4
]
Larriv
e
e
,
B.
,
“
De
v
e
l
o
p
m
e
n
t
o
f
a
to
o
l
t
o
a
ss
e
ss
tea
c
h
e
r
s’
lev
e
l
o
f
re
flec
ti
v
e
p
ra
c
ti
c
e
,
”
Reflec
ti
v
e
Pra
c
ti
c
e
,
v
o
l
.
9
,
n
o
.
3
,
p
p
.
3
4
1
-
3
6
0
,
2
0
0
8
.
[1
5
]
Li
n
,
T
.
,
a
n
d
Ja
in
,
J.
“
Lea
rn
i
n
g
to
Tea
c
h
th
r
o
u
g
h
Re
flec
ti
v
e
P
ra
c
ti
c
e
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
ti
o
n
,
Psy
c
h
o
lo
g
y
a
n
d
C
o
u
n
se
li
n
g
,
v
o
l
.
4
,
n
o
.
3
0
,
p
p
.
3
4
2
-
3
5
5
,
2
0
1
9
.
[1
6
]
Ba
n
d
u
ra
,
A
.
“
S
o
c
ial
c
o
g
n
it
i
v
e
t
h
e
o
ry
:
An
a
g
e
n
ti
c
p
e
rsp
e
c
ti
v
e
,
”
An
n
u
a
l
re
v
iew
o
f
p
sy
c
h
o
l
o
g
y
,
v
o
l.
5
2
,
n
o
.
1
,
p
p
.
1
-
26,
2
0
0
1
.
[1
7
]
S
lav
in
,
R.
,
“
Qu
a
l
it
y
,
a
p
p
r
o
p
r
iate
n
e
ss
,
in
c
e
n
ti
v
e
,
a
n
d
ti
m
e
:
A
m
o
d
e
l
o
f
i
n
stru
c
ti
o
n
a
l
e
ffe
c
ti
v
e
n
e
ss
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
E
d
u
c
a
t
io
n
a
l
Res
e
a
rc
h
,
v
o
l
.
2
1
,
n
o
.
2
,
p
p
.
1
4
1
-
1
5
7
,
1
9
9
4
.
[1
8
]
S
lav
in
,
R.
,
Ed
u
c
a
ti
o
n
a
l
p
sy
c
h
o
l
o
g
y
:
T
h
e
o
ry
i
n
t
o
p
r
a
c
ti
c
e
,
4
t
h
e
d
.
Bo
sto
n
:
Ally
n
&
Ba
c
o
n
,
1
9
9
4
.
[1
9
]
Kirk
p
a
tri
c
k
,
A.
,
“
Tea
c
h
in
g
E
n
g
li
sh
a
c
ro
ss
c
u
lt
u
re
s.
Wh
a
t
d
o
E
n
g
li
sh
lan
g
u
a
g
e
tea
c
h
e
rs
n
e
e
d
to
k
n
o
w
to
k
n
o
w
h
o
w
to
tea
c
h
E
n
g
li
s
h
,
”
EA
jo
u
rn
a
l
,
v
o
l
.
2
3
,
n
o
.
2
,
p
p
.
2
0
-
3
6
,
2
0
0
7
.
[2
0
]
S
ieb
e
re
r
-
Na
g
ler,
K.
,
“
Eff
e
c
ti
v
e
Clas
sro
o
m
-
M
a
n
a
g
e
m
e
n
t
&
P
o
siti
v
e
Tea
c
h
in
g
,
”
En
g
li
sh
L
a
n
g
u
a
g
e
T
e
a
c
h
i
ng
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
1
6
3
-
1
7
2
,
2
0
1
6
.
[2
1
]
S
u
a
,
T
.
,
e
t
a
l
.
,
“
P
ro
b
lem
s
a
n
d
c
h
a
ll
e
n
g
e
s
o
f
lea
rn
i
n
g
th
r
o
u
g
h
a
se
c
o
n
d
lan
g
u
a
g
e
:
Th
e
c
a
se
o
f
tea
c
h
in
g
o
f
sc
ien
c
e
a
n
d
m
a
th
e
m
a
ti
c
s in
E
n
g
l
ish
i
n
t
h
e
M
a
lay
sia
n
p
rima
ry
sc
h
o
o
ls,
”
K
a
j
ia
n
M
a
la
y
sia
,
v
o
l
.
2
5
,
n
o
.
2
,
p
p
.
2
9
-
5
4
,
2
0
0
7
.
[2
2
]
Ya
a
c
o
b
,
A.,
Walters
,
L.
M
.
,
Al
i,
R.
M
.
,
Ab
d
u
l
lah
,
S
.
S
.
,
a
n
d
Walters
,
T.
,
“
Re
flec
ti
n
g
o
n
M
a
l
a
y
sia
n
Tea
c
h
e
r
Train
e
e
s’ Jo
u
rn
a
ls,
”
M
a
l
a
y
sia
n
J
o
u
rn
a
l
o
f
L
e
a
rn
i
n
g
a
n
d
I
n
stru
c
ti
o
n
,
v
o
l
.
1
1
,
pp.
1
-
21,
2
0
1
4
.
[2
3
]
El
k
o
m
m
o
s,
O.
,
“
Co
ll
a
b
o
ra
ti
v
e
Re
flex
iv
e
/Refle
c
ti
v
e
Tea
c
h
in
g
a
n
d
Ac
ti
o
n
Re
se
a
rc
h
in
T
ES
L,
”
W
o
rld
Aca
d
e
my
o
f
S
c
ien
c
e
,
En
g
in
e
e
rin
g
a
n
d
T
e
c
h
n
o
lo
g
y
,
I
n
t
.
J
.
Co
g
.
an
d
L
a
n
g
.
S
c
i
.
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
6
6
-
7
4
.
2
0
2
0
.
[2
4
]
Je
jo
,
S
.
a
n
d
Ha
ji
,
S
.
,
T
e
a
c
h
in
g
S
tr
a
teg
ies
t
o
I
n
c
re
a
se
EF
L
S
p
e
a
k
i
n
g
S
k
il
ls
i
n
a
Co
m
mu
n
i
c
a
ti
v
e
L
e
a
rn
i
n
g
En
v
iro
n
me
n
t
.
M
a
lmö
Un
i
v
e
rsity
P
re
ss
,
2
0
2
0
.
[2
5
]
K
.
A
n
wa
r,
e
t
a
l
.
,
“
De
v
e
l
o
p
i
n
g
Co
n
n
e
c
ti
o
n
,
Ap
p
li
c
a
ti
o
n
,
Re
flec
ti
o
n
,
E
x
ten
sio
n
(Ca
re
)
Lea
rn
in
g
M
o
d
e
l
in
Ju
n
i
o
r
Hig
h
S
c
h
o
o
l
S
c
ien
c
e
Lea
rn
i
n
g
,
”
In
t
.
J
.
S
c
i
.
T
e
c
h
n
o
l.
Res
.
,
v
o
l
.
9
,
n
o
.
0
3
,
p
p
.
8
1
9
-
8
2
3
,
2
0
2
0
.
[2
6
]
Re
ich
e
n
b
e
rg
,
J.
a
n
d
M
c
Ve
e
,
M
.
,
“
Wh
e
n
y
o
u
r
les
so
n
is b
o
m
b
in
g
:
T
h
e
m
e
d
iatio
n
o
f
p
e
rp
lex
it
y
i
n
th
e
d
e
v
e
lo
p
m
e
n
t
o
f
a
re
flec
ti
v
e
sta
n
c
e
to
wa
rd
tea
c
h
in
g
,
”
T
e
a
c
h
in
g
a
n
d
T
e
a
c
h
e
r
E
d
u
c
a
t
io
n
,
v
o
l.
8
0
,
p
p
.
2
4
1
-
2
5
4
,
2
0
1
9
.
[2
7
]
S
e
we
ll
,
C.
,
Reflec
ti
v
e
Pra
c
ti
c
e
W
o
rk
b
o
o
k
.
UK
:
Un
i
v
e
rsity
o
f
Ca
m
b
rid
g
e
p
re
ss
,
2
0
1
7
.
[2
8
]
S
iah
a
a
n
,
P
.
,
De
wi,
E.
,
a
n
d
S
u
h
e
n
d
i,
E.
,
“
In
tro
d
u
c
t
io
n
,
C
o
n
n
e
c
ti
o
n
,
Ap
p
l
ica
ti
o
n
,
Re
flec
ti
o
n
,
a
n
d
Ex
t
e
n
sio
n
(ICARE)
lea
rn
in
g
m
o
d
e
l:
Th
e
imp
a
c
t
o
n
stu
d
e
n
ts’
c
o
l
lab
o
ra
ti
o
n
a
n
d
c
o
m
m
u
n
ica
ti
o
n
s
k
il
ls,
”
J
u
rn
a
l
Ilmia
h
Pe
n
d
i
d
ika
n
Fi
sik
a
Al
-
Bi
ru
n
i,
v
o
l
.
9
,
n
o
.
1
,
p
p
.
1
0
9
-
1
1
9
,
2
0
2
0
.
[2
9
]
Ko
,
J.,
S
a
m
m
o
n
s,
P
.
,
a
n
d
Ba
k
k
u
m
,
L.
,
Ef
fec
ti
v
e
tea
c
h
in
g
.
E
d
u
c
a
t
io
n
De
v
e
lo
p
me
n
t
T
ru
st
.
Be
rk
s
h
ir
e
:
Un
iv
e
rsity
o
f
Ox
fo
rd
,
2
0
1
6
.
[3
0
]
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ra
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li
n
,
H.
a
n
d
Ha
rri
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g
t
o
n
,
I.
,
“
A
Re
v
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in
to
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ti
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Clas
sro
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trate
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t:
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m
s
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o
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d
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.
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1
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G
h
a
p
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c
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i,
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Kh
a
jav
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,
G
.
,
a
n
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As
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p
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.
,
“
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2
m
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lan
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p
ro
ficie
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y
:
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o
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ig
fi
v
e
traits
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p
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1
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.
[3
2
]
M
a
slo
w,
A
.
A.
,
“
Th
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o
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m
a
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4
3
.
[3
3
]
F
in
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,
A.
,
“
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d
L
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:
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,
2
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.
[3
4
]
M
u
ij
s,
D
.
a
n
d
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o
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d
s,
D.
,
Ef
fec
ti
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tea
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h
in
g
:
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d
e
n
c
e
a
n
d
p
ra
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t
ice
,
4
th
e
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.
L
o
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d
o
n
:
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a
g
e
,
2
0
1
7
.
[3
5
]
R
.
Ra
m
li
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n
d
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.
M
o
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.
Y
u
so
ff,
“
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e
lf
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e
ffica
c
y
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n
d
Diffe
re
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ti
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ted
In
stru
c
ti
o
n
:
A
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tu
d
y
a
m
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g
M
a
lay
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c
h
o
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l
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c
h
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rs,”
Un
ive
rs
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rn
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Res
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l.
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4
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p
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.
1
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0
,
2
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2
0
.
[3
6
]
Lee
,
S
.
C.
,
“
P
re
-
se
rv
ice
tea
c
h
e
rs’
p
ro
g
re
ss
iv
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re
flec
ti
v
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p
ra
c
ti
c
e
s
u
sin
g
we
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ly
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o
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rn
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p
ro
jec
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”
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h
e
J
o
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r
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Asia
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,
v
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l.
1
5
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o
.
1
,
p
p
.
2
4
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-
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4
9
,
2
0
1
8
.
[3
7
]
P
in
tri
c
h
,
P
.
a
n
d
S
c
h
u
n
k
,
D.
,
M
o
ti
v
a
ti
o
n
in
e
d
u
c
a
t
io
n
:
T
h
e
o
ry
,
re
se
a
rc
h
,
a
n
d
a
p
p
li
c
a
ti
o
n
,
2
n
d
e
d
.
Up
p
e
r
S
a
d
d
le
Riv
e
r,
NJ
:
M
e
rril
l
P
re
n
t
ice
Ha
ll
,
2
0
0
2
.
[3
8
]
M
e
rriam
,
S
.
B.
,
Q
u
a
l
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t
a
t
i
v
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r
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p
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.
S
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F
r
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s
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o
,
C
A
:
J
o
s
s
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y
-
Ba
ss
,
1
9
9
8
.
[3
9
]
M
u
sa
,
N.,
Li
e
,
K.,
a
n
d
Az
m
a
n
,
H.
,
“
Ex
p
l
o
ri
n
g
E
n
g
li
s
h
lan
g
u
a
g
e
le
a
rn
in
g
a
n
d
tea
c
h
in
g
in
M
a
lay
sia
,
”
GEM
A
On
li
n
e
J
o
u
rn
a
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L
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g
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a
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S
tu
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ies
,
v
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l
.
1
2
,
n
o
.
1
,
p
p
.
3
5
-
7
1
,
2
0
1
2
.
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