Grading In A Differentiated Classroom: Book Review

Due to the fact that the curriculum, instruction, assessment, school funding, and desegregation aren’t made for ALL students to succeed we as educators must use what we know about our students, education, and history to inform our teaching. It is important to use the experiences and culture of our students (getting to know them) to make our instruction more relatable. In classrooms students shouldn’t feel like their stories aren’t heard. Educators must construct a positive classroom environment so that students will feel comfortable being themselves and taking risks with their language (ELL) which includes ALL students not just one population. This might mean making changes or adding to the existing curriculum.

The third and last most important section in the syllabus is the grading policy. This section shows us how to find our grades and how to monitor them using HAC. The section also shows us how the teacher grades our work and how much classwork, assessments, and homework weighs on our grades. It is important that we know these things because we might miss an assignment and we have to know how much it affects our grade. Furthermore it is important that we know how she grades our work so that we can do our best in class to get the best grade we can.

The teachers usually teach from a textbook trying to help students understand the content and this adds to rote learning .Therefore at all levels in a school system the textbook plays a significant role as students are assessed through examinations that are within the limits of the textbook and for the teacher it acts as a structuring device in a particular sequence that can be applied

He focuses on how “students come to school with many stereotypes…negative attitudes toward racial and ethnic groups” (Banks) and how multicultural textbooks and other school materials can educate students to reduce this irrational thinking. By getting students to “voluntarily participate” in activities with other

Issues of cultural diversity are more focused, especially in the class room setting. There are several techniques that may be applied to teaching to accommodate students of diverse backgrounds. Teachers must first be aware of stereotypes, ethnocentrism, and biasness. They should apply management techniques to the physical space as well as students’ behavior. Multiple intelligence theory active learning, technology and multi cultural education are among some of the techniques that may be applied to teaching in the class room.

Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Classroom management is really hard and there are many theorists that talk about it and each is different from the other where each theorist has his/her own ideas and thoughts. Some of them are mentioned below. In Redl and Wattenberg 's theories, they encompass group dynamics, self-control, the pleasure-pain principle, and understanding reality.

You want to be patient with them and be consistent and have a trusting relationship with them because, if they are suffering depression, anger issues, then they think think that the teacher is gonna failed them. It is best to have a teacher tutor them for whatever is their weakness that needs to be worked on for the children. They want to help them as the best that they possibly can to help them pass, but we want them to know that we care about who you are and we just want to help you to learn something before you move on to the next grade and for the future. All children need stability to have

Teachers need to be self-reflective and to think about our own teaching. After each lesson I put the following questions to myself: Was the lesson effective? , What were my strengths and weaknesses? , How could it be improved?

Children do best when they aren’t interrupted while their reading it shows the teacher their full ability. Kidwatchers know that reading is not just word oriented but they must also be able to understand the meaning of the text and the grammar. There are not just negative miscues children need to understands that there are also positive miscues. Formal miscue analysis is when the teacher is taping the kid and relisting to it so they know where to work this results in a miscue analysis kidwatching profile.

Inclusion classrooms are described as a general education classroom in which the students with or without disabilities learn together. This would result in some mixed emotions towards the teacher’s responsibility, lowering the teacher’s effectiveness about being able to teach the rest of their peers in the classroom. Throughout this paper I will observing data of some perspectives in a classroom from Proquest.com that I will be putting in this paper. Common themes that will happen are the teachers needs for collaboration, shared responsibilities, planning time for lessons, and professional development.

Educators worried that Common Core assessment in the classroom would take away from instructional time for students. Teachers also wondered if in early education, children would be tested like older children through pencil/paper or computer-driven assessment. Another point brought out by teachers was if results of Common Core assessment would be used for high-stakes including accountability systems for teachers and programs. Lastly, there was the question of whether or not decisions about students, mainly retention in grade, may be based solely on the results of Common Core assessments. To answer these questions, Common Core researchers reminded teachers that assessment is an ongoing process and in order to improve teaching and learning, teachers must continually engage in assessment for the purpose of improving teaching and learning.

This article presents a qualitative study done to find out how teachers are integrating the arts in their classrooms. Data was gathered through personal experiences, teacher interviews, classroom observations, focus groups and written tests. The arts are extremely important to the development of the child as they encompass many disciplines and promote higher levels of thinking. However, arts can easily be devalued simply by the way that teachers/administrators present them to the students either in the form or decoration or a meaningfully constructed piece of art. The author attempted to answer a single research question: How do teachers understand, implement and experience Arts Integration?