To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they are learning through discussing and deciding the criteria for success, which they can then use to recognize proof of improvement. Hence, information about learning objectives as well as success criteria needs to be presented in clear, explicit language which students can understand.
The typical American classroom is becoming more diverse culturally, which warrants the need to be more educated about student differences. The educator has to be aware of students’ backgrounds, in order to help them grow as learners. Understanding different cultures ensures the ability to meet the students where they are to better educate them. Each learner is different, and it is helpful to know they best way to teach students from different races and cultures. By educating future teachers, exploring culturally diverse schools, and learning about racism and culture through museums, the teaching work force will be better equipped for educating all children, or Americans future.
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.
Those teachers who are unfamiliar with the type of questions that are on the state assessments are going to assume that if it is truly meant to test how well students learn, then it will assess them based on how the subject in question is taught locally. This is typically not the case, and many students, regardless of their aptitude to learn, suffer because of it. There is a substantial difference in most schools between what is being taught and what is being
Interpersonal communication remains a fundamental aspect in the functioning of a primary education institution as it lightens the load upon the shoulders of teachers. The author in this write up will therefore discuss the significance of interpersonal communication to a primary school teacher. Among the aspects to be unfolded to detail are psychological functions, social and influential functions of interpersonal communication but equally the important, the writer will also highlight issues such as distortion of message by gestures, high probability of child abuse cases and finally inability of the teacher to communicate effectively. Key terms to be defined are interpersonal communication. Communicating interpersonally between the teacher
The lack of proper pronunciation causes problem for students in real life communication. On the other hand, most students believe that if they are better in pronunciation, they will be more confidence in English. It is also seen that generally pronunciation is neglected in classrooms. Even if pronunciation is taught with considerable amount of time, students should practice individually. Practicing only in classroom is not enough for achieving desirable
If they learn their mother tongue firstly and then learn English they will learn both languages better. This is not only about one subject but it conclude all subjects such as, science, math, history and so forth if these subjects taught through English the students will not absorb the main idea and the couldn’t learn it properly and couldn’t understand anything but they end up learning by rote. They pass their exams all right, but end up unemployable graduates, their native capacity to learn damaged forever, and their creative faculties crippled. This is a tremendous loss, both at the individual level and at the level of society (Arun, TK.
Lack of teacher confidence: Several researchers indicate that one barrier that prevents teachers from using ICT in their teaching is lack of confidence. According to Becta (2004), much of the research proposes that this is a major barrier to the uptake of ICT by teachers in the classroom. Balanskat et al (2006) found that limitations in teacher’s ICT knowledge makes them feel anxious about using ICT in the classroom and thus not confident to use it in their teaching study by Becta (2004) showed that many teachers who do not consider themselves to be well skilled in using ICT feel anxious about using it in front of a class of children who perhaps know more than they
As a teacher, I have to work hard to enhance my students ' roles in class. First of all, students have to be engaged in the learning process so, in order to achieve that, I must ensure that the classroom is a welcoming and safe environment so students feel accepted and affirmed. Moreover, surveying students favorites would help me to build a connection with students and this suggested information would serve as a motivator for enhancing the academic performance of the students. Learning opportunities must be collaborative so that peer relationships and social skills are active in order to help students to be engaged and motivated. Furthermore, make sure that students ' self-belief is enhanced and they must believe that they are able to learn and deal with failures in order to develop their confidence towards learning.
There is a myriad of reasons why narrative inquiry is appropriate for this study. The rationale for applying a narrative inquiry to this study is because it is one of the best ways to reflect upon experiences that explore multicultural and linguistic teaching strategies (Cavendish, 2011). Additionally, narrative inquiry is about knowing, as it allows teachers to reflect upon their individual teaching practices, which has the capability to shape and transform current teaching practices into something new and effective in the multicultural classroom (Mendieta, 2013). Narrative inquiry is salient in this study because it allows ESOL teachers to closely examine their language instructional strengths and weaknesses in the classroom, and helps