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
Educational leaders, such as school principals, were primarily responsible for everyday operations of a school. However, their responsibility would eventually grow to include involvement in community service, developing data analysis skills for student assessment, and mediating between the shared concerns of all stakeholders. As a result of these changes in administrative duties, educational leaders must hire teachers that are prepared to work in the schools with culturally diverse students and provide learning opportunities that increase teachers’ cultural sensitivity towards their students, student families, and other stakeholders (Council of Chief State Officers, 2015). Waddell (2013) found that pre-service teachers are unfamiliar with the cultural values or the lifestyles of children from low-income families and may even harbor a negative opinion of how these students and their families think about education. Therefore, teacher college preparatory programs, along with professional development opportunities, must develop curriculum that involves preparing pre-service and in-service teachers for working with diverse student populations, their families, and the community.
The teacher in a classroom that uses formative assessment must give up some control and encourage students to participate in developing learning goals and outcomes. In addition, they stress that there is a need for teachers to pay close attention to the nature, contextualization, and timing of formative assessments. If implemented incorrectly, they can have negative outcomes. The authors make several suggestions for effective implementation of formative assessments: 1. Formative assessments should not include too many recall/rote activities.
Sayeski, K. L., & Brown, M. R. (2014). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 47(2), 119-127. In the article, Developing a Classroom Management Plan Using a Tiered Approach, Sayeski describes a classroom management plan by using the response-to intervention method. This method allows teachers to work with students who need extra help or attention in certain areas including behavioral.
The speaker discusses how both students gained confidence through inclusion within the classroom. Although each child faced various difficulties because of their disabilities, they were able to be viewed as equals from their peers after being placed in the same classroom. Throughout the article the block form plays a major role in exemplifying the tone and the overall theme. At the end of each topic, example, and interview an indent and a line across the entire ending sentence is placed. This helps the reader to identify each person being interviewed as well as who the speaker is discussing (either Caleb or Summer).
Thesis: To master the job of a Special Education teacher, it is important to have the right skills such as teaching, communicating, and patience. Organizational Pattern: Topical Introduction Attention Getter: According to brainyquote.com, Magic Johnson once said, “All kids need is a little help, a little hope, and somebody who believes in them”. Relevance: A Special Education teacher is someone that works with children with a variety of disabilities. In the program, there are students with learning disabilities, students with autism, nonverbal students, students with behaviors, and much more. There are students right here at CHS that have these disabilities and most students here do not understand how to interact with them.
My perception of how to work with a diverse classroom has changed somewhat. As a teacher candidate, the initial thought of learning how to work with diverse students seems complex. Although, the process is involved, I was delighted to see that there are some suggestions provided to help students with learning needs that I employ as a substitute teacher. For instance, when I am teaching a lesson, the students are given instructions on how to complete a task. The instructions are repeated a few times but with variance in order for all students to gain an understanding.
Every other Wednesday morning, staff have an hour and a half AIG certification training that takes staff through modules of readings, assignments, and in person discussions during the meetings. I am able to be a part of this training and work with my grade level team to learn the content and apply it through assignments, such as creating an activity choice board for students that have already mastered the required content. The next steps that I would take would be to continually look for ways to apply the content in the classroom and to share these ideas and lessons with other teachers. Though the training was thorough and provided a lot of helpful information, it is up to the classroom teacher to then find ways to apply these tools in the classroom in practical ways. In the classroom that I am currently placed in, the group of students that are identified as AIG are reading at a much higher level than their peers and need more complex content to challenge them.
The professional team will take the student’s learning and development, interests, cultural and linguistic factors into consideration when deciding on placement. The student could receive their education in a self-contained classroom, a resource room for part of the day, or in an inclusion classroom. When deciding the proper place, the IEP team will also take into consideration the student’s social interactions, meaningful academic engagement and increase the student’s motivation. Social interactions are a fundamental component of any students learning. According to Dalien (2016), a self-contained classroom includes smaller groups of students, one on one attention and creates a more close-knit environment.
In his viewpoint, formative assessment can relate to the close relationship between the teachers and their students. To have a clear distinction between summative and formative assessment, below is the table of comparison of formative and summative assessment. (Table 2.1) Source: https://www.youtube.com/watch?v=mjmM1iN-m-E Formative assessment Summative assessment Purpose To improve instruction and provide student feedback To measure student competency When administered Ongoing throughout unit End of unit or course How students use results To self-monitor understanding To gauge their progress toward course or grade-level goals and benchmarks. How teachers use results To check for understanding For grades, promotion. Table 2.1: Comparison of formative and summative assessment In this study, formative assessment can be simply defined as a process in which its main purpose is to contribute to student learning by the provision of information collected during students’
The DAP measures “the internal strengths and external supports that influence a youth’s success in school and in life” (The Developmental Assets Profile). Based on the results, the student is given a personalized standards-based curriculum in “a highly personalized school environment” with small classes, “where each student is known, respected, and supported”. (Good Shepherds Services) Each student is assigned an advocate/counselor who provides the student with academic support and youth development opportunities, like internships, to engage the student in learning and develop the skills needed to graduate. Engagement with the program and staff develops the students’ feeling of empowerment connected with having a role and responsibilities. The majority of the transfer school students are from economically challenged households – having a stable and supportive school environment develops their feeling of safety and lets students focus on academics and developing skills that will serve them after graduation.
During these meetings, teachers perform various tasks such as analyze student performance on district, school- wide and grade level tasks as well as conduct vertical team meetings to determine trends in performance among ascending and descending grade levels. Furthermore, professional learning embedded into educators ' workdays increases the opportunity for all educators to receive individual, team, or school-based support within the work setting to promote continuous improvement (Learning Forward