Analyzing performance data allows to adjust the content, forms, and methods of implementing classes to achieve educational results. The teacher can analyze data on children’s performance to consider this data in designing individual educational routes and curricula together with the child. According to Vrieling et al. (2018), the effectiveness of the educational process largely depends on the quality of its planning. Instructional planning establishes credible patterns and averts gaps in students. Planning helps the teacher evenly distribute program material throughout the year, consolidate it promptly, and avoid overload and haste. A correctly drawn-up action plan brings clarity, predicts difficulties, saves time, increases responsibility, and facilitates work.
Typology of planning on a temporal basis is one of the best instructional planning practices. Long-term planning involves determining the topics and hours allocated to the study of each broad section of the subject. It allows identifying and considering students’ physical, social, psychological, and cognitive barriers. In turn, medium-term planning is a toolkit for teachers to determine the results of studying a section by students and the way to achieve learning goals, including forms, methods, and resources. Short-term planning of one specific lesson allows determining the didactic goal of the lesson, educational and educational tasks, teaching methods, and forms of work in the lesson. An equally effective practice is the individualized education program (IEP), which ensures the development of an educational program. It is based on the individualization of its content, taking into account the characteristics and educational needs of a particular student. It allows choosing a certain pace, schedule, and teaching method, which increases the learning and cognitive motivation of the student.
An essential condition for the successful development of the personality of schoolchildren is the presence in the school and class of a favorable socio-psychological climate. Matoy (2021) asserts that the classroom atmosphere is an essential factor influencing the entire system of social relations, students’ way of life, their well-being, working capacity, and the level of creative and personal self-realization. In a favorable atmosphere, the student reveals himself, shows his abilities, and actively cooperates with the teacher and other students, which affects the learning process. With a favorable psychological climate, the student is proactive and efficient. On the contrary, with an unfavorable atmosphere in the classroom, students are clamped and passive. In such conditions, the student increases the motivation for independent learning and isolation from classmates. On the one hand, it contributes to developing such skills as independence, responsibility, and goal achievement. On the other hand, the formation of isolation and shyness and a decrease in communication skills are possible.
In nowadays’ educational process, it is not so much the transfer of knowledge that is becoming relevant but the upbringing of a motivated and proactive personality of a student. As a result, considerable attention is paid to students’ formation of higher-order skills. It implies the ability to find the correct information, analyze and synthesize it, draw logical conclusions, build evidence, critically process facts, and competently present research results. Sidik et al. (2019) note that thanks to the development of higher-order skills, learning turns from routine work into a purposeful, meaningful activity, during which students do real intellectual work and come to a solution to real-life problems. When using this technology, the children’s interest in the classroom is noticed because they themselves solve all the questions that arise. The teacher’s task is only to direct the desire of students to receive new information, to help systematize already known and new knowledge, and to draw conclusions. Thus, inquiry and the development of higher-order skills help students to independently determine the direction in the study of new material and independently solve issues.
References
Matoy, T. J. (2021). Classroom environment and academic achievement. International Journal of Novel Research in Humanity and Social Sciences, 8(3), 21-29.
Sidik, I. F., Awang, M., & Ahmad, A. R. (2019). The Relationship between students’ involvement in 21 st century classroom learning activities and higher order thinking skills.Malaysian Journal of Education, 44(1), 59-64. Web.
Vrieling, E., Stijnen, S., & Bastiaens, T. (2018). Successful learning: balancing self-regulation with instructional planning.Teaching in Higher Education, 23(6), 685-700. Web.