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? What follows are some of my reflections on various important items in my training period from the observations and own experiences carried out in the classrooms: -I have met lots of children in my internships and that is awesome for me. All the classrooms contain pupils with different abilities, different attitudes to English language and different styles of learning. I think that it is positive but also it is more difficult to respond to their different needs and interest.
Firstly, I used to think that the school readiness assessment is only focus on children but after reading the article it show that even the parents, teachers and community are all included in this assessment as they will have a hand in upbringing the child by using different assessment forms. Secondly, when I used to study in high school I thought that all of the curriculum/assessments is only made by the principal himself as he is the king of the school. As a results, I never appreciated our school administrators but according to Maxwell & Clifford (2004, p.6), “ideally, this team includes administrators, teachers, families, and experts in the assessment of young children’s skills.” It shows that all of the staff members of the school will get involve in the child’s assessments including the parents. Last but not the least, this article encourage me to become more observant and involve teacher because almost all of the assessments have to be observed by the teacher as they have to see what are the children strengths, weakness and needs, so that in the future it can help me improve my classroom structure and teaching practice. On the other hand, I should also become more involve teacher in not only in classroom but also outside of the classroom because by getting involve will help to ensure that the school readiness assessment will benefit the children
Typically each morning I introduce myself to my new group of children, and I remind them that their teacher has given me all of the plans for us to have a successful day. I let them know that I might do things a little different than their classroom teacher, so everyone will need to practice flexibility. However, I have discovered that although I do mention that I have high expectations for my students, I often neglect to clearly communicate what those expectations are. So, my first step toward better classroom management is to be specific when communicating my expectations. Examples may include the following: “I will call on students who raise their hands.” “I will teach when I have your attention.” “We will walk through the hallway once we have a formal line.” “I will take a quiet class to recess.” Communicating my expectations by using enforceable statements, will allow me to maintain better control of the
As the world keeps changing, education is also changing over time. Therefore, as a teacher, it is important to educate myself. There are many ways to educate ourselves, I can learn from my students, other teachers’ experiences, school’s training, or other development programs from different organizations. Students are always the one who can inspire us. However, teachers always mistakenly think they are the teacher but forget they can also be the learners.
In other words, they often used the type of assessment that mainly focuses on the ability of the students to arrive or produce or demonstrate their own learning. They rarely used the assessment tools that focus on the product their students were able to come up with. There are many reasons why teachers are reluctant to use formative assessment in their classroom. Time shortage and large class size are one of the main reasons that teachers mentioned in their interview. Moreover, teachers decided their assessment types basing on its convenience for management.
As a new teacher, it has been important to establish many strategies that help my students to become more independent, especially to create an environment in which students can be safe and engaged. Achieving this goal can be measured through misbehavior and positive reward data (for individuals and the whole class), observations from my mentor and administrator, and the organization and visuals seen in my classroom. The first component, misbehaviors and positive reward data, was originally supposed to be measured through class dojo point tracking. Although this data showed initial improvements and a good ratio of positive rewards to consequences, it began to level out and lose effectiveness around November/December. For that reason, I chose to use alternate strategies to motivate the whole class, including a new token system using unifix cubes as a more tangible “point” and using punch-cards for checking in
They are used to “judge” or “measure” the knowledge or skills that students learn in school. B. The problem with these standardized tests is that they measure all students on the same material, leaving out special skills the student may have. It also puts a great deal of stress on a student to know that they will be timed on these questions that require critical thinking. Furthermore, if students perform poorly, it falls back on the teacher and they could possibly lose their job.
Eventually, learner leaves the task in between, get agitated or distract other classmates or leave the class or switch to something else. As we know achieving an effective learning environment depends on how the teacher manages their classroom. As every learner and their learning pattern is different and teachers fully aware that selecting a correct teaching style can lighten behavioural issues and good teaching can prevail. "It is clear that instructional theory and classroom management strategies are among the most important aspects of teacher
In this regard, most teachers try to build upon their knowledge of teaching and learning both in practical and theoretical terms. Training courses focus more specifically on the practical and real class situations and is aimed at providing teachers with techniques, strategies and skills on how to teach languages effectively. On a broader scope, however, teacher education and development go beyond this and get English teachers to reflect and theorize based on their extensive experience. In this vein, professional development models have gained significance over the years. According to some recent research, there is a strong correlation between teachers’ teaching and students’ school success (Diaz-Maggioli, 2004; Sparks, 2002).
Exactly, see I believe the reason there are benefits in my opinions on having inclusion in the classroom, because it teaches the general education compassion and willing to support their peers. For fact, they see them struggling. Though I believe the rare benefits to having inclusion in the class with change there are always challenges. Yet I believe the teachers will have the biggest change as they will learn how to manage a classroom with students that learn on different levels. “Part of the problem, I think, was that we were desegregating with- out any regard whatsoever for if that particular child belonged in that particular class” (Carpenter, 2008, p. 136).