The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with
Autism in the Inclusive Classroom Inclusive classroom entails bringing of students with and without disabilities together in school to access education in a general class. Children with autism are to benefit more in such a setting, as there are ways to involve all students with the disorder with their peers to engage in quality education and feel comfortable. There are 10 simple ideas that teachers could integrate in the class so as to bring out the best in children with autism (Kluth, 2010). 1. Getting To Know The Learner Through The
Students who are not used to seeing, working and talking to students with disabilities would feel very uncomfortable. Some could argue, is this the least restrictive environment for those students? Do they not have the same right to learn? The answer is yes, but all students have a right to learn. These disabled students take away from the normal students receiving the teachers help.
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.
Problem behavior is not just externalizing behavior that is disruptive and harmful to others, but can also be withdrawn, internalizing behavior with symptoms such as anxiety and depression. Students with conflict relationships with teachers are more likely to have closeness in their relationships than students with internalizing behaviors. This might be because students who openly challenge teachers are at least seeking contact, while students with internalizing behaviors avoid teacher contact. Similarly, Newberry and Davis found that the close teacher-student relationships of three American primary school teachers depended to a large extent on students seeking contact; pressing the teacher to develop a more personal relationship. Unfortunately, withdrawn students seem to have the particular disadvantage of receiving less
Literature Review “Children know how to learn in more ways than we know how to teach them.” —Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268). Children who are unsuccessful early are more likely to start disliking reading and avoid it all together (Campbell et al., 2008). When children aren’t successful at reading from early on, they’re at a substantially higher risk of being unable to read at grade level (Campbell et al., 2008).
The teacher will advise the students to think of the warm-up question of “who am I?” 5 minutes 2. Next the teacher will give the students instructions of the lesson for the day. As the student will learn different cultures within their classroom and how they can relate to the cultures. 5 minutes 3. Following the instruction of the lesson for the day, the teacher will show a video “Middle school Diversity Video”.
Even if the process is successful, it would be very hard and challenging for both the adoptee and the adoptive parents. Some challenges include, low levels of English, lack of interpreters in U.S. schools, disadvantage of racial and ethnic minority status, and other challenges depending on their age (Thomas, 2016). This may cause the transracial adoptee to have a hard time to understand the people around them and cause them to perform poorly in school. Children who arrived in their teens were most likely to do more poorly in school than those who arrive in the U.S. when they are below the age of six. Not only do transracial adoptees do poorly in school, but it could affect them mentally too.
Dyslexia is a learning disability that causes severely affects a person’s ability to read. It affects about 5% of the population (Zorzi et al), meaning that it is more than likely that a teacher will encounter a child with dyslexia multiple times within their career. Dyslexia does not affect a person’s mental capability; people who suffer from this disability are just as intelligent as everyone else, their brains just do not process letters and numbers in the same way that everyone else does. However, dealing with dyslexia during middle childhood could cause a problem for reading development. As a teacher, this can cause issues in any classroom setting, no matter the subject.
In this situation, teachers noticed a problem and acted upon it due to their prior education and knowledge. When children are diagnosed with ADHD, parents and teachers tend to look at the child as if they are damaged, when in reality it is just a disorder they suffer from. Some children simply cannot mature or learn the correct ways to act as opposed to other children. Some parents choose to support the disorder or instead will reject the idea and blame the school