I should establish goals, purpose, and interactive instruction when working with students. I should be able to clarify confusion and provide differentiated tasks for students in my future teaching practices. As a teacher, I would offer models of behaviour; for instance, presenting students that creating an anchor chart helps to remember the course materials. Teachers should respond flexibly to students’ response and encourage students to self-monitor. I believe that it is essential to adapt independent learning skills in my future classroom since independent learning help students to improve their academic performances, increase motivation, confidence, and self-assessment
According to University of Hawai’i Manoa, developing student learning outcomes “helps students learn more effectively and make clear what students should expect from their educational experience”. For example, it is very important that teachers must show, read out, or write the learning outcomes on the board at beginning of lesson so that student can always refer and look at it to expect what they are going to learn and gain from the lesson. Not only that but, with the help of the teachers and the guiding questions and activities will help the students achieve the lesson outcomes. According to Goucher College, writing a lesson outcome “increased student awareness of their own learning which give students a way to think and talk about what they have learned and make it easier for students to “know what they know” and give them a language to communicate what they know to others. For example, when teacher give questions and activities for students to do, it should be questions and activities that will facilitates students learning and help them met the outcomes.
Instructional strategies are essential to be fulfilled in the classroom as it inspires students. Learning can be improved when instructional strategies are tangled to the interest of students. Instructional strategies focuses on educating academic and social skills. Every teacher has a certain goal to achieve with her students in the classroom. To have a successful classroom, a teacher should include several strategies.
Questions from teachers can help them understand what the students know and need to improve upon, this can help the teacher to set out and plan tasks for students to learn and develop in a certain subject. Use of assessment in primary classroom is seen as another effective use of quality of instruction, an effective teacher should use assessment tools before, after and during the instruction process. The assessment process could be ‘learning to read’, At each point of the assessment process it will give teachers the information they need to make judgments to provide the students with information they may need
Understanding by Design, Differentiated Instruction and Standards-based instruction are three methods that are used to instruct students in the classroom and help them succeed when learning. They can be used separately to plan and organize the classroom. Yet used together, they create and promote effective ways for the students to learn and insure that every student in the classroom can reach success. One must understand the different methods and how they work in the classroom before they are able to understand how to instruct with all the methods together. Standards-Based learning is teaching students to insure that they gain knowledge and skills that are important in school but also the adult world.
Teaching and learning a second or foreign language is much like teaching in the general education classroom. ESL classrooms need structure, nurturing, and sufficient instructional strategies. With such diversity among adolescent ELs, it is important for teachers to learn as much as possible about their students’ background, prior knowledge, and experiences, and to have knowledge of strategies that directly address the needs of their students. Instructors need to build relationships of trust with their students and their families. Also, teachers need to establish predictable classroom routines and procedures.
It is also important that materials chosen will help all students succeed in school regardless of their abilities, backgrounds, cultures, or linguistic differences. By understanding and respecting the various cultures and languages that are found in the classroom today educators will choose educational resources that will encourage and support student achievement. First, we will look at the area of the design of the learning resource, and several of the criteria’s that that fall under this category. Lesson design is important when choosing resources, as teacher must select materials in order to meet the learning objectives. The learning resource must contain information that is accurate and aligned with the learning objective.
One important aspect to make students’ learning valuable is to focus the planning in setting objectives in terms of desired outcomes (knowledge skills, attitudes, values) that we want our students to develop. By developing clear objectives, students feel that there is a reason for learning. Also, it is important to provide feedback, because it helps students improve their goals’ achievement and solidify their understanding. Teachers need to communicate objectives, in this way students will be able to know what they are doing in class and what they are supposed to learn. Some recommendations for setting objectives in the classroom are: Set learning objectives that are specific but not restrictive: it is important to know the specific standards, benchmarks and supporting learning that students at school are required to learn.
They make effective use of self-centered teaching; one of Mosston and Ashworth’s eleven teaching styles. This teaching style will allow students to take on the role as teacher and help their peers in learning and assessing new material. It also makes students cognizant of their own biases, whilst being exposed to other perspectives and observation styles that together help the student develop their ability to judge others not according to personal preference or emotional appeal. Furthermore, students can actually develop a cognitive understanding of all components of each skill being evaluated. Peer assessments require that the student-teacher is able to grasp the skill components cognitively.
Formative Assessment is used in any classroom to check students understanding of a topic. The type of formative assessment used in each classroom is different, depending on the teacher and the student’s needs. Teachers should incorporate a variety of formative assessments to truly see if students are learning. Dixson and Worrell describe formative assessment as gathering data to improve student learning. They are correct but teachers also need to provide students with feedback.