In fact, one of the most important functions of assessments is measuring the efficacy of any given lesson. If most students in the class perform poorly on an assessment, the nature or structure of the lesson might be to blame. McMillan (2007) point out the need for setting goals and targets with high expectations of our students. I have found a great deal of pessimism surrounding our profession. This pessimism is unfounded. Students want to learn, because curiosity is an innate part of the human experience. Teachers should expect their students to possess an insatiable intellectual curiosity. Unfortunately, federal standards demand that teachers cannot digress too much from standard educational curricula issued by our state. We face a dichotomy in our profession between teaching for tests and teaching for intellectual stimulation. Teachers can work around the dichotomy by offering their students opportunities to expand their knowledge on their own such as by viewing Web sites of television shows that will help them...
This course, along with McMillan's (2007) guidelines, help us streamline our grading process. I learned how to design efficient lessons and assessments, while also allowing for creative assessment methods. For example, a portfolio will allow me to include student Web searches and multimedia presentations along with more traditional assessment methods like essay writing and written exams. Students with special needs will also be able to thrive in a classroom environment that includes more cooperative learning strategies. Cooperative learning will allow advanced students to reinforce their knowledge of course material while boosting that of their classmates. Ultimately, I appreciate this course for demystifying the assessment process.
The most important thing for me to do in a challenging situation such as this is to control the situation and calm everything down into a more comfortable environment. I have been trained in many different afflictions which may be present in a high-needs classroom, and I feel that I can adapt to every student no matter what their needs may be. As a teacher, I will be expected
Teaching in Urban Districts The main form of interaction that goes on in schools is between the teachers and the students. Some of the students are difficult or unruly and they present many difficulties for the teachers as the teachers cannot then organize the class and provide the level of quality education that they are capable of. Disruptive students require more attention from teachers and this stops teachers from giving
Deaf CommunityIn many countries, deaf children are not given the opportunity to attend mainstream schools, and instead are segregated into special schools for the deaf. This can lead to a feeling of isolation and exclusion, as well as limiting their potential educational opportunities. In addition, the deaf community often faces discrimination in employment, with many employers reluctant to hire deaf employees. This is particularlytrue in workplaces where communication is crucial,
Teacher/Administrator Interviews Perspectives of a Teacher and an Administrator on Education This is a report on the results of an interview with two veteran educational professionals, a 2nd grade teacher and an administrator. These interviews were conducted to better understand the subject's viewpoints on education and to gain insight as to why they chose to pursue their careers in education. The teacher reported she had been in the classroom for 24 years
Wardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (Wardhaugh, p. 21) The linguistic theorist rejects this principle as failing
I chose this student as one I would mentor using the teaching techniques. I chose scaffolding techniques of personalizing the curriculum to his specific needs, working to determine what his interests were. After speaking with him, it was apparent he had little confidence in his ability to analyze, make intelligence remarks and confided in me he was intimidated by the far more participative students in the class. It was
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