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Importance of proper communication skills in the classroom
Importance of proper communication skills in the classroom
Importance of proper communication skills in the classroom
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(1) Reflect on what you think might be some of the characteristics of the differentiated classroom based on your reading thus far. Tomlinson lists eight principles that guide differentiated instruction (Chapter 2: 1999). To what extent is each of these principles reflected in your classroom? Look at the brief profiles of Lin, Rafael, Serena, Trevor, Lesley, Danny, and Theo (Chapter 2; 2001). Who do they remind you of in your school or classroom?
Contemplating on the idea of differentiated classroom, it can be seen that it involves the collaborative attempt of both the teacher and students to create a classroom environment that embraces diversity and differences. With these differences, it helps create the realization towards finding new ways to improve the level of appreciation and learning of content. With these, it helps the educator determine the patterns or methods of instruction that can best apply and supplement the needs of students in the classroom. From this perspective, I do believe that this serves as an important foundation for shaping a differentiated classroom.
Similarly, the readings also provide relevant insights about the associated roles and responsibilities that educators have to fulfill in order to create a differentiated classroom. Specifically, it may involve addressing key issues such as communication, assessment, instruction, standards, and other related principles that influence the acquisition of information and learning (Tomlinson, 1999). These elements act altogether to create a classroom that is conducive to change and recognizes the value and potential of differentiated classroom to the needs of students today.
In terms of its application in my classroom, it can be seen that I have recognize...
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...liated due to the process.
Seeing this, the ability of grades to influence and create positive and negative roles to students remains to be the responsibility of the educator. Given that grades help manifest a standard for students to adhere to, teachers must try to create an environment where they can facilitate and motivate students to do better (Tomlinson, 2001). By using grades as an instrument for development, it can create a positive perception for students to improve and seek connections with instruction and course content.
Reference
Tomlinson, C.A. (2001). Chapter 2: Elements of Differentiation. How to differentiate instruction in mixed-ability classroom. US: ACSD.
Tomlinson, C.A. (1999) Chapter 2: The Rationale for Differentiated Classroom in Mixed Ability Classrooms. The differentiated classroom: responding to the needs of all learners. US: ASCD.
Ultimately, by these students tieing their self image to getting the highest possible grade it can lead them to some serious Problems, the students not learning to their full potential, and negatively affect their career. Grades play a role in education but grades should not define a student like it does today.
While differentiating instruction and being able to design lessons geared towards the needs of diverse learners are currently highly prized skills for teachers, this has not always been the case. The history of education in the United States is a history of segregation. Even today, schools and curriculum are designed to meet the needs of a core group of students, which does not include students with disabilities (Hitchcock, Meyer, Rose, & Jackson, 2002). In the past, learners who were different, out of the mainstream, or did not fit into the mold to which teachers taught (were not part of the core) learned how or lost out on learning. This is not to say that teachers of the past did not care about their students, about being effective teachers, or about student learning. However, as schools are mirrors reflecting mainstream societal norms (Chartock, 2010; Delpit, 2006)—and, given that our society has not always valued diversity in people, be it due to disability, class, culture, or race—teachers in the past have largely focused their efforts where they could earn the largest return on their investment: the average student .
Before we can look at how grading affects learning Farber suggests we look at how it has affected students (333-334). The greatest effect of being graded happens to the individual. Farber asks, “Did you need grades to learn how to drive?” We have become “grade junkies.” Without the grades students can’t learn (333). Vogel agrees that students believe grades are the motivating factor in learning, but only for the money. Students want the grades because high GPA’s equal high paying jobs (338-339). Another negative effect of grades is that students want the best grade with the least amount of learning but this causes conflict with professors because the professor’s goal is different compared to the student’s (339). Grades have positive effects too. Farber believes that grades give us discipline, but not self-discipline. True self-discipline comes from wanting something not coercion (334). Farber defines self-discipline as revising one paragraph all night because one enjoys it (334.)
This essay will discuss the terms differentiated learnnig and personalised learning as well as highlight how these two forms of learning can be implemented in the classroom. Differentiated learning can be defined as an instruction that is an individualised process of teaching and learning that is based on the learners’ prior knowledge, abilities, development readiness, interests and learning styles (Grierson & Woloshyn, 2012). On the other hand personalised learning involves creating an individual learning plan to meet the needs of a particular student. In addition personalised learning does not mean teaching each child individually but trying to cater in several ways for the variety of children you have in the class (Dean, 2006).
Diversity in the classrooms will give students access to experience other cultures and learn about one another. The different races effect how varied their backgrounds might be, and it will help the teacher engage a variety of ways to manage course material (Packard, 2017). According to Packard, it is up to the teacher to help spread the learning of diversity and use it to their advantage in their classroom. Throughout the years, diversity have grown in the classrooms, but the struggle of segregation continues.
1. Differentiated instruction- Is personalized and customized learning, and it is one of the concepts in education that many people hear about, but do not understand clearly.
Instruction. These two strategies are approaches that address classroom diversity in general education settings, and inclusion classroom settings. The idea of UDL is that instructional lessons, strategies, and assessments are planned with supports, which are more likely to be well-suited for students with special needs. The supports minimize the need for adaptations at a later time. Properly designed classrooms require fewer adaptations for students with special needs, is an ass...
Teachers have always used grades to measure the amount a student has learned. This practice is becoming ineffective. Many students have a wide range of grades, which show that grades may not show what a student really knows. Therefore, the standard grading system should be replaced. Some reasons why grades should be replaced are bad grades can hinder a child’s performance, grades define who a student is in the classroom, and grades are not an effective way to see if students have learned the material. The current grading system should be upgraded and every school should incorporate the plus/minus system in their method of grading.
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
When teachers differentiate their lesson, the students are more engaged to learn. Students have some choice in their learning activities, which motivates students to want to learn and also puts more learning responsibility on the students. Some students may prefer to work alone or in groups and some students like to be hands-on. By differentiating the lesson, all students’ needs are being met. “Differentiated Instruction gives students a range of ways to access curriculum, instruction and assessment. DI engages students to interact and participate in the classroom in a richer way. It is based on the assumption that all students differ in their learning styles, strengths, needs and abilities and that classroom activities should be adapted to meet these differences
Shore, Marietta Saravia. (2011). “Diverse Teaching Strategies for Diverse Learners” Chapter 2. Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners. http://www.ascd.org/publications/books/107003/chapters/Diverse-Teaching-Strategies-for-Diverse-Learners.aspx
I was exposed to a classroom that was very diverse and learned the importance of teaching for learner differences. Not are students are the same and when the needs of a classroom are not being met the students can quickly become frustrated and deterred from learning. When the student’s needs are being met they are able to interact with their peers without the frustration and with guidance can maintain a safe learning environment.
The challenge of differentiation is highly important in being able to tackle, for the several different cultural attitudes and values of students I will be dealing with in my teaching career. It will be a challenge in preparing different strategies of lesson plans for my students and making it interesting for each of them to want to engage in, and at the same time being able to show care for my students and respect for cultural differences (Kauchak & Eggen, 2014, pp. 72-73). Even apart from cultural differences not all students learn the same, which is why it is important to use a lot of different techniques and strategies when teaching and being able to be creative in doing so. I highly think that my strong understanding of cultural differences and the need for differentiation in teaching is what may actually set myself apart from other teachers pursuing their first teaching
Lawerence-Brown, D. (2004). Differentiated instruction: inclusive stragies for standards-based learning that benefit the whole class. American Secondary Education , 34-62.
By nature, most students are brought up in an academic environment motivated to get A’s and B’s on their report cards. Those grades sometimes don’t thoroughly report how much a student has learned or gained knowledge in each topic. Some instructors throw in factors totally unrelated to learning, when the main objective of academic institutions is to learn. In order to clearly demonstrate how much a student has learned in the classroom, schools should change their current grading system and teach students how to learn.