Daffodil International University

Career Development Centre (CDC) => Guidance for Job Market => Career Planning => Career Guidance => While you are Student => Topic started by: kazi shahin on August 28, 2010, 01:31:13 AM

Title: A good practice
Post by: kazi shahin on August 28, 2010, 01:31:13 AM
It would be a good practice for both student & faculty, if after midterm our honorable department head sit with his/her student regarding their study & other affairs.

Through this practice the student & faculty will be closer & the interruption will be increase. Students result would be better.

The student can get important instruction from the department head. I think it will be like an evaluation on the basis of mid-term result.
Our education system will be more effective through this practice.

Title: Re: A good practice
Post by: Mostakima Yesmin on September 16, 2010, 09:50:27 AM
The relation between Teachers & Students should be friendly, so that our education system will become more effective & helpful to us.

I hope, we should try to do this practice.
Title: Re: A good practice
Post by: bidita on September 16, 2010, 10:35:09 AM
                                Good practice

# encourages contact between students and faculty,
# develops reciprocity and cooperation among students,
# encourages active learning,
# gives prompt feedback,
# emphasizes time on task,
# communicates high expectations, and
# respects diverse talents and ways of learning.

Different institutions implement good practice depend very much on their students and their circumstances. In what follows, we describe several different approaches to good practice that have been used in different kinds of settings in the last few years. In addition, the powerful implications of these principles for the way states fund and govern higher education and for the way institutions are run are discussed briefly at the end.

As faculty members, academic administrators, and student personnel staff, we have spent most of our working lives trying to understand our students, our colleagues, our institutions and ourselves. We have conducted research on higher education with dedicated colleagues in a wide range of universities  in this country. With the implications of this research for practice, we hope to help us all do better.
Title: Re: A good practice
Post by: shohel on September 19, 2010, 02:43:16 PM
Good post by Mr. Kazi shamim,your idea is meaningful and I also agree with Ms. Mostakima.But remember one thing everything has a own limit ,don't cross the limit.Someone cann't realise the relation that you mention and then the problems are created.
So we should be polite to create the friendly relation with our teachers for the betterment of our future.

Sheikh Shohidul Islam(Shohel)
Administrative Officer(EEE Dept.)
Title: Re: A good practice
Post by: mamun on September 23, 2010, 02:33:36 PM
“I know you've heard it a thousand times before. But it's true -- hard work pays off. If you want to be good, you have to practice, practice, practice. If you don't love something, then don't do it.”---Ray Bradbury

Try to write on the basis of the topic please.
Title: Re: A good practice
Post by: bidita on September 23, 2010, 07:54:19 PM
Thank you very much to identify my mistakes.Obviously i will try to write on the basis of the topic ..

Seven Principles of Good Practice.

1. Encourages Contact Between Students and Faculty
    Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

2. Develops Reciprocity and Cooperation Among Students
    Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.

3. Encourages Active Learning
    Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.

4. Gives Prompt Feedback
    Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

5. Emphasizes Time on Task
    Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.

6. Communicates High Expectations
    Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.

7. Respects Diverse Talents and Ways of Learning
    There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

What qualities must this environment have?

    * A strong sense of shared purposes.
    * Concrete support from administrators and faculty leaders for those purposes.
    * Adequate funding appropriate for the purposes.
    * Policies and procedures consistent with the purposes.
    * Continuing examination of how well the purposes are being achieved.
Title: Re: A good practice
Post by: Mostakima Yesmin on September 23, 2010, 11:15:59 PM
Thanks Bidita for your post....
Title: Re: A good practice
Post by: palashmahmud on September 27, 2010, 11:02:15 AM
At first, good practice makes one student to another student better friend. That needs for best study.