Standards, Instruction And Standards-Based Instruction

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.

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. Therefore, lesson outcomes help students to acquire knowledge of the concept they are going to learn that day and work towards it with the

Standard #1: Learner Development. This standard requires a teacher to really understand his/her students especially through the ways they grow and develop. It is important for them to understand that every student is different and therefore, will learn in their own ways. The teacher then learns to meet the needs of all students specifically by creating learning experiences for all to comprehend. Differentiated instruction would be helpful in a classroom in order for the teacher to meet the needs of students who have differences when it comes to interests, readiness and learning needs.

An assessment should reflect real world applications of how knowledge and understanding are used. Assessments based on situations that are relevant to students' own experiences can motivate them to give their best performance. One of the most essential educational tools is the classroom assessment. When used properly, assessments can help educators better understand what their students are learning. Classroom assessments help educators identify students strengths and weakness, monitor student learning and progress as well as plan and conduct instruction.

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

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.

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

I hope to learn from my students as they learn from me. My curriculum will be based on the necessity of the student. If a student needs or wants to learn something, I will teach it to him or her. My curriculum will consist of individual evaluation. I will adjust the way I teach to the way the students in my classroom learn.

This approach support the concept of distinguishing whose responsibility it is to learn. As stated by Weimer (2013), students will depend on teachers to identify to identify the information that needs to be learned, prescribe the learning methods, and assess how well the student has grasp the material (p. 15). The concept of learning needs to be a shared responsibility between both the teacher and the student. Self-directed learning gives the responsibility to the student with the belief that students can be responsible for learning on their own and gives the responsibility to the teacher of properly educating

An educator uses a variety of teaching strategies which includes classroom management to ensure that the purpose of education is achieved. In this paper, I will demonstrate the responsibilities, knowledge and skill required of an effective professional educator. Review of literature: A professional educator creates a positive learning environment that is conducive for all the students in the school. To do this, an educator must understand the principles of classroom management and employ these strategies as they interact with the students. The educator applies classroom organization skills to monitor the students mental, physical and social growth.