In this context, it's easy to see how instructors ought to play a significant role in motivating and engaging students to achieve learning goals.
Most instructors who do the preparation for IBT TOEFL face two main realities: first, students are eager and highly motivated to take the test because of the prospective implications; and, second, specific studies would be necessary to see if instructors may be familiarized with the use of computers in teaching and/or language testing for other high stakes tests.
It is also because aerobics students see their instructors as role models, and because these students would rather look up and see a lithe body screaming "turn!" or "kick!" or "You go, girl!" or whatever it is aerobics instructors scream nowadays.
With a built-in MP3 player and stereo speakers, your Enya can be literally at your fingertips (if you're tight with the Down Dog form), and with the streaming video playback on the mat itself, no matter how you twist, you'll be able to see your instructors.
It can also help students to see their instructors and classmates as individuals, not just symbols or authority figures.
In our sample, we see that instructors, on average, frequently practice many of the PORTAAL elements: they do not regularly provide hints during the engagement part of the activity, do frequently explain why the right answer is correct, do make students accountable for participating, and do not discourage student participation with negative feedback.
"People think they need to be in front so they can see the instructor, but much of the time the instructor is moving around and helping people correct their form, so you're left at the head of the class and can't see what you're supposed to do," Fowler explains.
Often when students see an instructor coming they will ask a question.
If there are opportunities to choose the space, issues such as whether students can see the instructor should be considered.
