The disadvantages may outweigh the benefits for this topic, but teachers must look past the disadvantages and do what they were meant to do, teach. The Smarter Balanced Assessment tool was put in place to see the progress of the school and the impact the teachers were having on the students. One of the main benefits is the fact that there is clear data to determine the impact the teacher is having on the student. If the teacher is doing a good job at explaining and teaching the material then the student’s scores should reflect it. The data gained from the test also helps the teachers realize what subject may be a problem area for his or her students.
Another argument in favour of Afl is that the teacher makes use of the formative assessments to enforce the intrinsic value of education to the children rather than on the extrinsic value. Also, motivate the children to polish their strong points but at the same time be focused on furnishing the skills at which they have a lower proficiency (OECD, 2008). I realised this in my teaching experience where the learning objective was the understanding of the imperative verbs. I started my lesson with a warm-up activity to identify the children’s understanding of nouns and verbs. During that activity, I realised most of the children were not sure about the concept of the noun and verb.
To design effective teaching environments, it believes one needs a good understanding of what children already know when they come into the classroom. The curriculum should be designed in a way that builds on the pupil's background knowledge and is allowed to develop with them. Begin with complex problems and teach basic skills while solving these problems. The learning theories of John Dewey, Maria Montessori, and David A. Kolb serve as the foundation of the application of constructivist learning theory in the classroom. Constructivism has many varieties such as active learning, discovery learning, and knowledge building, but all versions promote a student's free exploration within a given framework or structure.
Children actions depend if they see themselves as a good person or if they were neglecting from teachers and parents. Moreover, Piaget’s beliefs about intrinsic motivation and motivation are related to constructivism because they both deal with constructing ideas in our minds in order to learn, he believes that if teachers teach children and just fill student’s heads with details, facts and information’s without really thinking about the students and their experiences, opinion and future learning it will be difficult for students to learn. On the other hand, if teachers encouraging students to love the lesson and to love learning they will be more likely to success in their school and they will feel confident. However, Vygotsky does not agree with Constructivism. He believed that intrinsic motivation did affect children’s motivation, but he believed that extrinsic motivation was more effective in motivating children.
(Woolfolk, 2016, p: 472) for example, in a group work in a classroom the teacher can motivate students by asking them to choose their own projects according to their desires. In this case the students will work hard to accomplish the task in a good way because they are doing something they like. Not always reward and punishments motivate the person to do thing, in Cognitive approach it’s important to seek previous experiences and the amount of information that a person has. That’s drive us to the Social cognitive theory, where important to individuals to expect the value of their goals. On other words if your expectation is high then your motivation is also high.
Assessment also gives teachers useful information about how to improve their teaching methods. In classroom assessment, since teachers themselves develop, administer and analyze the questions, they are more likely to apply the results of the assessment to their own teaching. Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress. The purpose of classroom assessment is to give students the opportunity to show what they have learned rather than catching them out or to show what they have not learned. Through using appropriate classroom assessment strategies and techniques, teachers can increase their students' motivation and show them how well they have learned the
Being an “instructional leader” encompasses the main aspects of what is expected as a teacher, such as creating lesson plans and check on a student’s progress, but the main goal is to do so with intention. This means while it might be easier to teach from a book and save time by using another teacher’s lesson plans, the educator puts more effort into creating a lesson plan tailored to the strengths of his or her students. This also takes the educator genuinely understanding and being “involved in each child’s learning process,” (pg. 26). If the educator can get involved like this, then he or she can become a more effective teacher by creating activities that the students can be more involved in based off of how they
Separation in a classroom is an idea that is more practical in terms of meeting a students needs. Specific cases determine the usage of separation and if it is needed for the student if they have unique difficulties that require one on one or individualized attention. In a perfect society, inclusion would seem to be the answer for special education because the students can learn from their peers and receive outside perspectives and ideas from classmates. For normal students, this is beneficial, but for a student that is far behind in material and understanding a personalized lesson plan is what is going to be the most profitable method. It does not mean that the school or teacher is restricting their socialization or rights, in actuality they are benefitting the education the student is receiving.
They look up to you as their guide so practicing what you teach is critical. This requires having an open mind and respecting other people. Children model what they perceive, so the teacher's acceptance of various ideas, customs, and traditions, benefits them by learning to understand and respect other people. If a teacher doesn’t truly accept someone else, how could they teach a classroom of children to? I personally feel that if a teacher can’t accept others, they are in the wrong career field.
Some components of teacher efficacy include: developing an organized classroom environment that is supportive of positive and meaningful learning, positive beliefs and development of instructional activities in different domains of learning, engaging the involvement of parents and sourcing resources needed for learning tasks, and redirecting negative influences that may affect the flow of the academic accomplishments of students (Marat, 2007, para. 3). A strategy that can be utilized by administrators in assisting teachers in developing a high degree of teacher efficacy involves providing information on the relevance of learning in students lives. This strategy of providing information on the relevance of learning in the lives of students would be undergirded by a series of workshops that would expose teachers to components of quality and effective learning, the nature of the pubescent child, the role of culture in the process of assimilation and equilibration and how learning can be developed and supported by positive self-beliefs among students with low-self image. Workshops would be conducted for three hours per week and would involve a reflective component where teachers selected for this