Students become self-reflected learners; they take responsibility for their own learning. The key to assessment as learning enables students to develop the capacity to monitor their own work in progress which the teachers support through encouragement and monitoring. ( Dear Hammond, L. (2012) Based on curriculum expectations and the achievement charts, the students are taught to use rubrics, samples and models as a good practice. In addition, formative assessment is a procedure utilized by instructors and students amid guideline that gives unequivocal input to alter progressing educating and figuring out how to enhance students ' accomplishment of planned instructional outcomes. Formative evaluation is a technique for persistently assessing students ' scholastic needs and advancement inside the classroom and goes before nearby benchmark appraisals and state-commanded summative assessments.
In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.
While the other article discusses the actual role of the teacher in prevention. The main idea of Jina Yoon and Sheri Bauman’s article is “teacher responses to bullying incidents reflect the larger context of classroom management…and serve as socialization experiences for potential perpetrators, victims…determining students’ future behaviors and thus social and emotional adjustment” (Yoon, J., & Bauman, S. (2014). They explain the teacher has the power to influence in and stand as an example for their students to
Introduction Hidden curriculum refers to the unwritten, unofficial, and intended lessons, values and perspectives that students learn in school. While the ‘formal’ curriculum consists of the courses, lessons and learning activities participate in as well as the knowledge and skills educators intentionally teach to students, the hidden curriculum consists of the unspoken or implicit academic, social and cultural messages that are communicated to students while they are in school. The hidden curriculum concept is based on the recognition that students absorb lessons in school that may or may not be part of the course of study. For example, how they should interact with peers, teachers, and other adults, how they should perceive different races,
Introduction and Outline This essay’s purpose is to highlight how school curriculum is altered in order to include a student with additional learning needs. Every student is unique and for that reason a teacher must differentiate the curriculum to suit the needs of student with a specific learning difficulty. Dyslexia is the learning difficulty which will be examined theoretically and methodically in this essay. This essay will examine the different learning theories of how to engage a child with dyslexia in the classroom. In addition, this essay will investigate Piaget’s Theory of Cognitive Development and Vygotsky’s Social Constructivism.
Cultural sensitivity requires that teachers interpret their students' behaviors within the cultural context of the student. They understand the cultures represented in their classrooms, and reflect on the instructional implications brought about by this cultural knowledge. Then, they develop learning tasks that are meaningful to the student. I advocate for the statements presented in the reading: “Children whose language and culture correspond more closely to that of the school have an advantage in the learning process. Children whose experiences are devalued or unrecognized become alienated and disengaged from the learning process.” I am teaching an AP Spanish Culture and Language course at Piedra Vista High School.
However this is not true. In fact, when using divergent questions the teacher encourages students to explore and participate in discussions while leading it by clarifying and guiding student’s critical thinking. Moreover, those types of questions require students to reason and give their opinions and so express their feelings and values. The teachers mainly use this type of questions when they want to discuss, evaluate and analyze. Basically, the teacher should classify the type of questions used depending on the subject and on the year group.
Our students don’t always learn what we want them to learn, but they always learn something. Other than the curriculum, they may learn how to get the teacher mad, or how to avoid responsibility, either way, learning takes place. (Ben Johnson, 2011). To solve these problems, and the problems that the teacher made in this video, we must be a humanistic model teacher, build better relationship with all the students, make clear rules, create an effective learning environment, and setting the emotional climate for learning. In this case, the teacher makes some mistakes: First, we can see, they take the test, that means this is not the first time the teacher teaches these students.
Classroom administration is the procedure by which educators and schools make and keep up suitable conduct of understudies in classroom settings. At the point when classroom-administration systems are executed successfully, instructors minimize the practices that obstruct learning for both individual understudies and gatherings of understudies, while expanding the practices that encourage or improve learning. Classroom administration is truly hard and numerous scholars discuss it and each is not quite the same as the other where every scholar has his/her own thoughts and considerations. Some of them are specified beneath. In Redl and Wattenberg 's theories, they incorporate gathering flow, poise, the delight torment guideline, and comprehension
(b) Give students to create a classroom code of conduct rather than ordering them to follow the rules set by the teachers or authorities. This would enhance students to be more responsible for the rules and more likely follow the rules accordingly. (c) When a student misbehavior repeats, allow short written self-evaluation as a consequence of disciplinary action Also provide adequate time for the student to come up with the solution of the misbehavior. (d) Give the students opportunities to hear different perspectives especially in deciding what is right or wrong. Have discussions, forums, debates, etc.