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Date of submission: 30 July 2011 Name: Thibashini Maniam I certify that the work submitted is my own.

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Question 1- Lesson plan


Course code and title: 9707 Business Studies Topic to be taught: Chapter 4: Operations and Project Management Unit 1: The Nature of Operations Duration of lesson: 20 minutes Class size: 8 students Gender of students: Male : Female = 4 : 4 Reference materials:
1. Hall, D. Michael, P. and Stewart, M.(2008). Business Studies, 4th edition, Harlow,

Pearson Education, 475-480.


2. Marcouse, Ian. (2003). Business Studies, 2nd edition, London, Hodder Education, 324-

329.
3. Peter, Stimpson and Farquharson, Alastair.(2010). Cambridge International AS and A

Level Business Studies, 2nd edition, United Kingdom, Cambridge University Press, 381389.

Lesson objectives: At the end of the lesson, students should be able to:
define what is meant by operations management explain the nature of the production process and how value can be added

differentiate between production and productivity measure both labour productivity and capital productivity
differentiate between efficiency and effectiveness evaluate the different advantages and limitations of labour intensity and capital

intensity. 2

Set induction

Start up with a simple question shoot out to the students on What is Operation Management?

Briefly describe the process of Operations Management and followed by the content.

Teaching Method/s

The teaching methods that will be used are Question and Answer method Method), Broadcast strategy and Lecturing.

(Socratic

Content of the lesson

1.1 Introduction to nature of operations 1.2 Production process 1.3 Production and Productivity 1.4 Efficiency and Effectiveness 1.5 Labour intensity and Capital intensity

Nature & Use of AVAs

Power point slides, a short video clip and verbal speaking

Closure

Conclude the topic by asking students a question, playing a short video clip on Operations Management and giving them a case study to solve as their homework.

Question 2
I choose motivation as one of the developmental aspects of human development. As a teacher, it is very important for me to ensure that this aspect is taken into consideration. First of all, motivation is defined as the internal and external factors that inspire people to take actions that lead to achieving a goal. Sass (1989) describes motivation as the process that stems from stimulation, which in turn is followed by an emotional reaction that leads to a specific behavioral response. Well, student motivation simply means the desire to learn, to study, to participate and to cooperate in the overall teaching-learning process. As a teacher, I should understand what motivates my students to reach peak performance in their subjects.

Why do I need to motivate my students? This is simply because motivation will results from the students desire to perform better in their studies. Motivated students will have the interest to learn because they are curious, they want to improve, they seek knowledge, and learning gives them satisfaction. They also feel responsible for learning and are anxious to pursue every possible avenue of achieving knowledge and experience. According to McKeachie (1999), motivation will nurture and encourage the habit of life-long learning. When we gain the students interest and improve their motivation, there are possibilities that they will execute the time and effort required to achieve the learning objectives. Teachers will want their students to speed and improve their learning. Besides that, when teachers motivate students, the students will derive more than non-motivated ones from their educational experiences. Not only that, seeing the students motivated, it will also make the teachers to be motivated to teach them.

How to motivate them? A major key to motivating students is to know our students. One of the most effective techniques is positive reinforcement. There are students who may be nervous or 4

suffer from low confidence and we as teachers should pay extra attention to these students. Positive reinforcement may simply mean telling students that they are outstanding individuals or finding their strengths and pointing them out in front of the class or privately. Cashin (1979) said that teachers should help students evaluate their progress by encouraging them to critique their own work, analyse their strengths, and work on their weaknesses. Teachers who have a love of their students can always find a students strength.

More over, it is important to motivate these students by ensuring that they are not bored in the regular classroom. Motivating students is one of the most challenging things we do as educators. Teachers like us should motivate students to come to class regularly and join in discussions through the use of participation grades. This kind of motivation will be very helpful in furthering student learning. Where else, there are many students are concerned about their grades, either because of a desire to continue on in school or due to pressure from their parents, and they will do what it takes to earn good grades. If we know that grades are important, we can use tests and papers to motivate students to build the skills and knowledge we expect them to have. McMillan and Forsyth (1991) proposed teachers to design assignments, in-class activities, and discussion questions to address these kinds of needs.

Another motivating tool that I can apply is changing the mode of instruction during class. It is a good idea to teach material in different ways. Lecture, multimedia, collaborative work, and student presentations may help in keeping students interested and motivated. According to Forsyth and McMillan (1991), variety reawakens students involvement in the subject and their motivation. It is even appropriate to change the subject sometimes when we find that we have lost students interests as for example teachers will find that students perk up, we have their attention, and soon they can get back on task (Davis, 1993). 5

In conclusion, there are many ways to motivate students, but teachers must find their own strategies that work for them and their students. The most important part of teaching is to understand that to be effective one must know our students and that will eventually lead the students to experience a sense of achievement and confidence. Word count: 698

References
1. Cashin, W. E. (1979). "Motivating Students." Idea Paper, Manhattan: Center for

Faculty Evaluation and Development in Higher Education, Kansas State University.


2. Davis, Barbara. (1993). Tools for Teaching. San Francisco: Jossey-Bass. 3. Forsyth, D. R., and McMillan, J. H. (1991). Practical Proposals for Motivating

Students, in R. J. Menges and M. D. Svinicki (eds.). College Teaching: From Theory to Practice. New Directions in Teaching and Learning. San Francisco: Jossey-Bass.
4. McKeachie, Wilbert. (1999). Teaching Tips: Strategies, Research and Theory for

College and University Teachers (10th ed.). Boston: Houghton Mifflin Company.
5. McMillan, J. H., and Forsyth, D. R. (1991). What Theories of Motivation Say About

Why Learners Learn, in R. J. Menges and M. D. Svinicki (eds.). College Teaching: From Theory to Practice. New Directions for Teaching and Learning. San Francisco: Jossey-Bass.
6. Osborn. R. Hunt. J and John, R. (2005). Organizational Behavior. (9th edition). England.

Pearson Education, 121-138.


7. Sass, E. J. (1989). Motivation in the College Classroom: What Students Tell Us?

Teaching of Psychology. 16(2), 86-88.