Feedback
Feedback is an important part of effective learning. It helps students understand the subject being taught and gives them guidance on how to improve their learning. Also feedback is effective when teachers check the adequacy of the feedback with the students and when it is given at the time of the learning so that students can make improvements if they need to. Students need feedback to see their mistakes and so that they do not repeat them. Feedback occurs when a student is working on a task or trying to present a task. (Echevarria, Vogt, & Short, 2013). Feedback from the teacher that is assessing the student
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Observing students in a busy setting is something that a teacher should not do because ELL or ESL students may not understand what the teacher maybe asking them and the teacher may think that the student may not understand reading and writing but they really do. The teacher needs to ask the student questions that are observing in a quiet setting so that the student is able to understand and answer the …show more content…
The teacher may do pre-testing on the student to see what their level of proficiency is. From the pre-tests the teacher will be able to determine the students' level of English in listening and writing, speaking, reading (NAECY, 2014). Then later on the teacher can test the student later on their knowledge of math and science but the teachers first propriety should be is to determine how much the student does understand the language that is being spoken. The teacher needs to have should keep a folder or portfolio of the students' progress so that they can refer to it to see the student is progressing or if the student may need extra help in the classroom (NAECY,
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
When someone asks “do you mind if I offer you some feedback?”, you immediately think that you did something terribly wrong. You don’t know whether to feel proud or to feel ashamed, or even feel like you’ve been attacked and need to defend yourself as much as possible. Difficulty with accepting criticism is nothing new; in fact, it is more common than you think. We are often criticized after completing anything from simple tasks to the most complex projects we can accomplish. Common examples of what we are criticized for are: work ethic, creative works such as music, television, articles, etc., and for any mistake, small or large, we make during our day-to-day lives. Anybody can give constructive
First, teachers are rarely prepared to handle the challenges of assessing students who have a learning disability coupled with limited English proficiency (Haung, Milczarski, Raby, 2011). Teachers usually have trouble distinguishing between a learning disorders and acquiring a second language. Eve...
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
Also, continually seek feedback from my preceptor has been crucial. Learning from my previous experiences, I have realized that a balance of ongoing constructive, and appreciative feedback has a very positive impact on both my learning, and confidence level. Therefore, during my first meeting with my preceptor, I discussed how important her feedback is to me, which has ensured that throughout my preceptorship I have received detailed, and timely
In Feedback as a gift, Friedrich makes some good points about how to give and receive feedback.
Usually students don't like when I give them feedback because it is a critical aspect of their learning. But the purpose of questioning and feedback is to enhance and strengthen students learning. I usually give feedback after the assessment, it provides information about students knowledge in regard to the assessment. The questioning and feedback will give direction to students on how they accomplish the assessment, what was their strengths and weaknesses and what need to be done in order to have better results.
A major proportion of class time is taken up by teachers talking in front of the classroom(Nunan & Bailey, 2009). No matter what teaching strategies or methods a teacher uses, it is necessary to give directions, explain activities and check students’ understanding (Richards & Schimdt, 1985). This clearly emphasizes the importance of teacher talk in language classrooms. Walsh (2011) claimed that teacher talk is more important in language classroom than any other classroom since in this context the language being used by teacher is not only the means of acquiring new knowledge; it is also the goal of the study.
Feedback is a type of communication that we give or get. Sometimes, feedback is called "criticism," but this seriously limits its meaning.
Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project. This process also helps alleviate frustrations one may feel when unsure of the criteria for quality performance. Feedback also helps students identify strengths and weaknesses in various content arenas. Effective feedback from the teacher assists in student identification of the level of which they are performing as compared to the desired goal.
In verbal communication, feedback is important because it gives a better understanding of the message that was being encoded. In other words, if a professor asks you a question during the lecture and you respond with, “I don’t know,” or you do not respond at all, then the professor can only assume that you were not paying attention during class, or you do not understand the question—giving feedback, that maybe the professor needs to repeat the question, or phrase it in a way that you do understand. The issue occurred because the message was not conveyed properly, or you did not decode the message
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.
Students need feedback, clear expectations, and a schedule to follow throughout the day so that teachers spend less time directing behavior and more time is spent actively engaged in learning. There should be more time consumed on strengthening positive behavior and fewer on the negative.
The students will also be able to better evaluate themselves with immediate feedback and evaluation.