Implicit Curriculum

In the contract, students and teachers decide and agree on how to treat one another in the classroom. The group also decides on and agrees to what the group will do if someone violates the contract. Rather than a consequence, the group should decide how to fix the problem through either class discussion, peer mediation, counseling, or by one on one conversations leading to a solution to the situation. Preventive techniques also involve the strategic use of praise and rewards to inform students about their behavior rather than as a means of controlling student behavior. To use rewards to inform students about their behavior, teachers must emphasize the value of the behavior that is rewarded and also explain to students the specific skills they demonstrated to earn the reward.

Stations or centers might be teacher-led if new knowledge is to be given or student-led if mastery is to be obtained on the information given by the teacher. Project-based is another strategy and one of the best ways to differentiate instruction due to the students’ needs and styles are addressed. Projects internalize help and support among students beside some academic skills. Tiered Activities, on the other hand, are based on the learning tasks designed at different levels of complexity according to students’ readiness levels, i.e. to be gradually given to the students ,whenever the student finishes one stage, they transfer to the other one until the task is done, or at times keeping the learning outcomes same the learning tasks can be designed according to students’ learning preferences viz. Learning styles or Gardner’s multiple intelligences.

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

For a teacher to be successful assessors, a deep understanding of assessments needs to be developed, and the following questions are able to be answered: why do assessments; when to do assessments; and how to assess in ways that have an impact on students learning in a positive way. Once a teacher has the knowledge to make meaningful decisions based on these questions, assessments that are planned, designed and implemented can be used to provide formative, meaningful information and support learning

In order to be an effective teacher, I believe that it is necessary to set clear expectations for your students. The use of a tools such as CHAMPS will allow my students to know what I expect of them for any activity that is being performed. As Eric Green states, “We can’t hold kids accountable for things we’ve never told them we expect. Behavior should be treated like academics. Students have to be taught the skills they need.”

Those messages of implied curriculum usually deal with attitudes, principles, beliefs, and conduct. Although implied curriculum is unavoidable, a student’s worldview can be deeply impacted by the implied curriculum in a school. In teaching character education, teachers are asking students to conform to a set of values they have chosen. Teachers must be extremely careful as they decide which values should be taught to students. According to Power and Kohlberg in their article, Moral Development: Transforming the Hidden Curriculum, administrators and teachers can change the hidden curriculum in a moral atmosphere and teachers and administrators should state moral values clearly and provide democratic environments for students (Power & Kohlberg, 1986, pp.

It may be that theory or literature gives us an alternative perspective

The question arises as to the degree of difference. Hence, measurement assessment, and evaluation are important to determine the degree of difference. Within this context, classroom instruction enables students to achieve intended learning outcomes. In so doing, the teacher becomes a predictor. The teacher utilizes a particular technique because the teacher expects that the chosen technique will be more effective in producing the desired

This diversity shows some difficulties such as; Tretten and Zachariou (1997) indicated in their research report about PBL in different classrooms, the diverse practices under the label of PBL study makes it hard to evaluate what is not PBL, what is PBL, and what you are assessing is related with a “real project”. Although, the teachers may understand and act as a provider in PBL learning classroom, success cannot be obtained at the end. Moreover, in the course, learners have control of their own studying and activities in the class. This method of teaching contributes to the students’ self-esteem that give them responsibility to assess their own ideas.

The first role of the leading teachers is to persuading teachers to use formative assessment effectively in the classroom and applying the best and suitable assessment tool(s) in the lessons. The second role of the leading teachers is to monitor and provide constructive feedback for the teachers on their performance continuously. Leading teachers need to physically present to observe the classroom teaching, students behavior and how teachers perform. Feedback should be given for the teachers regarding the quality of the teacher. The feedback should be constructive and must help to improve or develop future teaching and learning.

Gersten, Carnine, & White (1976) In this article Gersten, Carnine, & White discuss how Direct Instruction and Applied Behavior Analysis complement each other. The reason why these two work so well together is because both forms of instruction require clarity. The article describes what all goes into Direct Instruction and henceforth what can result from Direct Instruction. For Direct Instruction to be successful, the instructions and delivery need to be clear.

I will be an effective teacher while providing a least restrictive environment (LRE) for my students. I will be supportive and open-minded to my students’ cultural backgrounds, while modifying individual accommodations appropriate for the students’ goals and academic achievements. Every student will receive an equal opportunity and be motivated to progress as an individual and a team member. Effectively communicating with students, parents and colleagues is one of the concepts most significant in helping an educator succeed. It is important to establish effective communication with the students, parents, and colleagues as soon as possible.