al., 2008). Discussion and interactive discourse promote learning because they afford students the opportunity to use language as a demonstration of their independent thoughts. Moreover, the discussion also elicits
The ELL population is rapidly growing, and it is important that teachers are equipped and ready to teach and assess these ELLs. Assessing ELLs is important because the assessments tell teachers how to make instructional decisions, and how much the child knows and can do (Lenski. 2006, P. 25). It is important for teachers to make sure that the ELL students are continually developing English competence and acquiring content knowledge. Because of the No Child Left Behind act, there are assessment mandates that all teacher must follow, like the Title 1 that requires ELLs attending public schools to be assessed in listening, speaking, reading, and writing, and they must also be included in statewide standardized testing.
It is necessary for a teacher to have the students organized and transitions smoothly, but all the other little details, if thought of, help to make for a great lesson. A strong, outstanding teacher must manage the class efficiently and have some level of structure. An outstanding teacher needs to be able to analyze data, set goals, but most importantly have an inner drive to learn more, achieve the goal, and constantly adapt and do better. Teaching is changing quickly, so we must change with it. We need to learn how the students learn and teach in that way.
Communication with students I chose this criterion because teachers communicate with students for several independent, but related, purposes: they convey that teaching and learning are purposeful activities; they make that purpose clear to students, and they provide clear directions for classroom activities so that students know what to do; when additional help is appropriate, teachers model these activities. ---One example of a good classroom practise is: In the course of a presentation of content, the teacher asks students, “Can anyone think of an example of that?” 2. Using Questioning and Discussion Techniques I chose this criterion because it is important that questioning and discussion be used as techniques to deepen student understanding rather than serve as recitation, or a verbal “quiz” and because high-quality questions encourage students to make connections among concepts or events previously believed to be unrelated and to arrive at new understandings of complex material.---One example of a good classroom practise is: The teacher poses a question, asking every student to write a brief response and then share it with a partner, before inviting a few to offer their ideas to the entire
Assessment Strategies for Differentiated Learning 1. Differentiated Learning Differentiated learning is a technique that used in some classrooms that caters to the individual needs of each student. Teachers use several types of activities and methods in order to teach their classroom. Differentiated instruction gives students options on how to take in information, and ideas. Additionally, it can help them to show the teacher what they have learned in other ways instead of just taking a test.
To make this both a better experience for me and the students at the elementary school it is important to consider how to communicate in a way that will help the students with diverse learning styles. Some of the students will learn by observing while others may learn from doing. Another thing to consider when managing the students and the activities is the different skill levels of the students. It is important to challenge the students that are more advanced while also challenging the students that are not as
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. This responsibility makes a challenge about PBL learning in the loss of their self-motivation, deadlines and individual study.
School and teachers can influence the extent and quality of learning for all students. Teacher’s beliefs, practices and attitudes are important for understanding and improving educational processes. They are closely linked to teachers’ strategies for coping with challenges in their daily professional life. Educators have control over numerous factors that influence motivation, achievement and behaviour of students. They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences.
Even when they involve students in peer assessment they did not take it seriously as an important assessment activity. As noted in chapter 2, the active involvement of students in taking responsibility for their learning is central to the theory of formative assessment. (Black & William, 2004). Therefore, we can conclude that despite the importance of self-peer assessment in learning, teachers rarely implemented it in teaching. Even they used it; it was not as effective as expected.
Teachers these days are indubitably facing many challenges regarding their students’ attitudes and behaviours towards learning and managing a classroom. Teachers have an important role to play in creating a positive classroom environment that is conducive to learning, keeping their students engaged and motivated to learn. There are many things to take into account on a student’s level of interest and engagement in learning, and teachers have very little control over these aspects. Teachers can influence student motivation by using certain practices (Anderman and Midgley, 1998). Under the tenets of operant conditioning originated by B.F Skinner, it has been described as a process which modifies behaviour through the use of reinforcements.