This can lead to many problems and if it is taken on a higher scale, it can affect the way that an entire school operates. When teachers only teach what is needed for the test and not what is important to the student or helps them individually learn, it changes the environment of a school. This also places importance on short term memorization and not persistence and actually learning the material. Standardized tests with high stakes, not just the STAAR, affect many aspects of a students life and education. If we think the most important part of an entire school year in regards to a students learning is one end of the year test, we might need to revisit the purpose of education.
During this lesson, I wanted to use writing as a time for the students to reflect over the text, rather than for pure assessment (p. 63). The pressure of writing and doing everything “right” is a contribution to why many students dread writing. My goal for this lesson was for students to engage in and practice the writing process (pg. 74) and to teach them that writing doesn’t have to be something they hate/dread. From the lesson, I learned that teaching writing in kindergarten requires a lot of modeling.
Student performance has dominated current discussion on educational matters and many believe that the new curriculum is not yet absorbed in school and consequently student implies that every student has the potential to learn and become a responsible citizen if given or conductive atmosphere. A teacher needs to make sure that his/her classroom it is warm and accommodates all the learners no matter their differences. The learning has to be fun so that all learners should feel free and participate in the classroom. Priority skill is needed to ensure success and participate in the country’s growing economy programme should be monitored and evaluated. It is assumed that interventions will, decrease retention rates and lower failure rates and student will be given additional opportunities to master concept which hopefully raise their performance
Textbooks play a central role in language teaching and provide a valuable source for both teachers and learners. In relation with textbook Davison (1975) suggests that after the teacher the textbook is the most significant component in the foreign language classrooms. Few teachers enter class without a textbook which provides content and teaching/learning activities that form much of what happens in the classroom. Some students, in Mukundan and Ahour’s (2010, p. 336) words, rely deeply on the textbook as “an essential element of their learning material without which they do not consider the learning situation to be serious”. According to Tomlinson (2012), textbooks prepare learners for examinations, help teachers by reducing their preparation time, help administrators to allocate lessons to teachers, normalize teaching, and provide teaching that would be valuable to any learner anywhere at a specified language level.
ESL teachers and practitioners in early childhood and should continuously observe students progress for the purpose of evaluating the teaching strategies and to develop students interests in learning English. A meaningful participation of teachers is required with appropriate teaching strategies will develop students’ interest in learning English (Chumak- Horbatsch, 2004; Tabors & Snow, 2001). Students who are learn English in the classroom will benefit when their first language is valued by the school and teachers. Teachers and early childhood practitioners face challenges in teaching students who come to school without any English language background and also when families do not share the same language. Likewise to fulfil a student’s interest in learning they need sufficient knowledge to create learning opportunities for students to learn the core language in the classroom to a level which they can understand.
All people who study at schools, colleges or universities, are required to do this assignment. Failure to comply with these obligations is regarded as a lack of accountability. Homework helps students instead of harming them because it clarifies what they have seen in class, helps them to practice what they learn in school, and helps students prepare for tests or quizzes (Pilgrim). These reasons are very important in a student’s life, and usually the support of their families and teachers help them to improve their thoughts about school stuff. Homework is an important way for teachers to develop relationships with their students ' parents and other caregivers.
When it comes to teaching a class and being a teacher, is not only about teaching the students from textbooks. Teaching a class goes way past just the textbooks. Often when we hear the word “education”, we think that children are going to school and being lectured by a teacher who has power over them and the classroom. Parents leaving their children at school, expecting the best for them, that they will be receiving the fullest potential of education they can ever receive. As well as parents and children relying on the teacher with their full knowledge that the children will be learning at the kid's pace.
It is difficult to teach a topic if students cannot it relate to their everyday lives. Students and teachers both need to be motivated so learning can be effective and worthwhile. Finding students strengths and weaknesses can help us as teachers find ways to use different learning approaches to help our students succeed. Overall, growing up literacy was very much imbedded into my everyday life with the help of my grandfather. Today I still do a lot of reading but not as much as before do to working and schoolwork load.
The standardized testing is not fair and accurate because they evaluate students knowledge without thinking of other circumstances. Standardized tests don’t think about the students who could have really bad test anxiety, their home life, or simply that some students are super smart but just don’t test well. Standardized tests don’t show how much
Likewise, Brown (2004) states “assessment is an integral part of teaching-learning cycle” (p. 16). There are a number of reasons for assessment the knowledge of which would provide insights into the way teachers employ given methods which are appropriate for their pedagogic purposes. Race, Brown, and Smith (2004) suggest the most common reasons for assessing students. They remark that assessment provides students with constructive feedback, thereby resulting in their improvement. It also raises learners’ awareness about their current abilities and achievements.