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Importance Of Assessment To Teachers And Learners
Reflection in the teaching profession
The importance of reflection in teaching
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Good morning, I am sending you an email to provide a written recap, reminders, and next steps. Keep in mind that the purpose of our internalization meeting is for teachers to practice key parts of the lesson and receive actionable feedback prior to lesson execution. Throughout the year, I have communicated very clear expectations to ensure that teachers our meetings efficiently sets teachers up to execute daily lessons. To be specific regarding expectations, effective 3-5 Wheatley teachers: - thoroughly internalize the lesson by completing the student work first (i.e. independent practice and exit ticket) - intentionally create a standards-aligned Criteria For Success that describes the qualities of a successful product & and allows
The effective teacher exhibits positive expectations for all students. Having positive expectations simply means that the teacher believes in the student and that the student can learn. Students will live up to the expectations you set, and to be effective- your expectations should be positive for all students. The effective teacher establishes good classroom management techniques. Classroom Management is practices and procedures that a teacher uses to maintain an environment in which instruction and learning can occur. Effective teachers manage, ineffective teachers discipline; this book guides you in practicing procedures with your students. The effective teacher designs lessons for student mastery. Mastery simply means a student's demonstration that a concept or skill can be performed at a level of proficiency determined by the teacher. Student success in the subject matter of the class will be the result of how well the teacher designs lessons and checks for mastery. You must know how to get students to do their assignments, pass their tests, and work cooperatively. Wong states that what you do on the first few days of school can determine your success for the rest of the year.
This principle suggests that students learn by doing. The formal lecture represents an archaic model defined by instructor as deliverer and student as receiver. This model exemplifies one-way communication and perpetuates an incomplete model of education. Accordingly, teachers must create a dynamic, educational environment that affords students the opportunity to practice every concept that they are learning. More effective teachers utilize instructional strategies that engage students repeatedly throughout the entire lesson. This engagement should begin early in the lesson and continue throughout the lesson introduction, body, and closure. As a general rule, a teacher should limit a lecture to no more than thirty minutes before employing a learning activity that actively engages all students (Walls & Cather, 1987) [8]. Furthermore, these engagement activities are intended to facilitate the development of the knowledge, skills, and attitudes that will enable the student to accomplish the previously identified lesson outcomes. This type of curricular alignment is a critical component of an effective, student-centered learning environment.
I will teach to the objectives and I will teach to the standards. I will make sure that my lessons are hitting on as many standards as possible.
The key aspect of teaching is engaging the students. I can testify that I learn best when the teacher is involving me, as well as others, in the assignment. Making the material personal is a useful skill and helps the students learn at a faster rate.
I believe that the most important thing in teaching and learning is to insure the future success of the students. That’s why I am committed to placing the needs of the learner at the centre of everything I do. My teaching goal is to link course performance with the development of general learning skills, general chemical science skills, and specific subject matter skills.
plan. The first hurdle many new teachers have to overcome is the ability to maintain control of
imparting the correct knowledge to them. The teacher being a role model himself, he brings the
learn that the teacher cannot think for him. It is essential for a student to
...emember the knowledge and skills that you just taught. As said earlier, the adults have to see a meaning or significance in the nature of the material retain the information being taught. The learners must also be able to identify and apply the information in their job as well. Stephen Lieb is again correct when he says, “retention by the participants is directly affected by their amounts of practice during the learning. Instructors should emphasize retention and application. After the students demonstrate correct (desired) performance, they should be urged to practice and maintain the desired performance” (Lieb pg. 4).
...em to look at several elements that affect their student’s motivation and ask why and how this affects them in the first place. After that, I would tell him to arrange a lesson plan utilizing structural factors such as patterns and sequences, with a view to individual application and the group dynamics of the class. By doing so, the teacher can grow in his students a sense of shared motivation guided by these structural factors, so that each interrelated lesson are remembered. These lesson plans must also consider the effective ways of instilling discipline in the students. The teacher must allow for response from the students so that he may understand the students’ perception of reality, value systems, and will, so that he may understand how to motivate his students more. By understanding the motivations of his students, he can bring about a change in their lives.
We must have the correct mind-set. We believe our students can learn; have high expectations; are willing to give extra help; find ways to make
After finishing the teaching part of the lesson, I realized that not everything goes according to plan. For example, in our lesson plan, we had the explain portion detailed and outlined to teach students the technical terms of what they were seeing in the stations and other activities and make it a collaborative effort within groups to work with the vocabulary words. However, the teaching of the plan was not well executed. Also, I learned that teaching a topic does not have to be boring or just full of worksheets. Fun, engaging lab stations and interactive activities can fulfill the standards and requirements just as well, if not better, than basic worksheets and PowerPoint lectures. Lastly, I realized that lesson planning and teaching require a great deal of effort and work, but it is all worth it when a light bulb goes off in a students’ head and they learn something new and are excited to be learning and extend their science
Becoming an effective educator takes passion, dedication, and a desire for continuing education. This program so far has helped open my mind to new teaching philosophies, instructional strategies and helped me hone my craft in becoming a better and more effective classroom teacher. Through the program, the many resources utilized and topics covered, I have seen myself grow as an educator and begin implementing new ways of thinking into my classroom.
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 second step in developing an engaging lesson is to focus on the instructional strategies used to help the students understand the material. It is at this point, the teacher decides what activities they will use to help address the “big ideas” or the “essential questions”.