Keep AP; At the end of the lesson, I asked a student a question and her answer took a while which caused me to forget what I had asked her. Since I could not remember what I asked her, I agreed on the wrong definition for the wrong word. Also, when asking the students questions, I asked using casual conversation skills verses correct literacy skills. Change to AP; I do not think I gave the students a chance to wait and think of the questions. As I would ask the questions to the students the first hand I saw I would call on which did not give time to the other students. I graded myself higher because I thought I asked the students plenty of questions through the lesson. When I walked to the tables I had the students explain their reasoning
The student needs a heathy mix of assigned reading, and classroom help. This is vital, to the education of a student. He must be challenged to arrive at conclusions on his own, but also not left in the dark when he did not get what was asked of him. However, these “wrong answers” that the student came up with, should not be discouraged so quickly
Teachers would share information and research as well as their own experiences to support and develop the grading reform. An English teacher had shared her experience on using the method of practicing and retaking for her assessments. Students who didn’t do well in a section the first time had the chance to put their practice into extra work for the second time, and the grading of that work had replaced the first. As a result, more than 65% of her students scores had increased and they were able to master the skill. This development had strengthen their grading.
My score on the PRCA-24 was a 100 which lands me in the high level of communication apprehension area. A further breakdown of my score is as follows: Group Discussion-26, Meetings-26, Interpersonal Conversations-24, and Public Speaking-24. Since I am a very antisocial person, I knew my score would be very high. I am so antisocial that I rarely order my own food at a fast food restaurant when I am with a group. This type of situations will only intensify as I begin public speaking, so I am in desperate need of management strategies. After reading the first few chapters of the book, I have produced the strategies below.
In my Teaching Professions with Field Experience class, we were to create two lesson plans throughout the semester; one that involved the use of technology and the other without. The rules that went along with the lesson plans were as follows: the speaker is supposed to act out the lesson that they have prepared and their classmates were supposed to act accordingly to what grade level the lesson pertained to. Lastly, during the presentations, the students were to write three good qualities the speaker or the presentation had. In addition, they had to write one wish which was something a student thinks would make the lesson better. For the first project lesson I constructed, I incorporated the use of technology to discuss the identification and use of monochromatic colors for the sixth grade level.
My sixteen week class in English 111. I was really nervous about this class. Because English has never been my strong point. This class has hard, but fun all at the same time. I learn a lot from this class. Meanwhile,the first day of class you handed a paper with a question on it. “The first thing I want to say to you who are students is that you must not think of being here to receive an education; instead, you will do much better to think of being here to claim one.” Even though putting my all in what I have learned, claiming my education with hard work because using the skills of the meal plan, as we write to different audiences and learning to be a Critically thinker as I start becoming a critically-Literate Citizenship.
The issue I alluded to during our conversation does not simply deal with one assignment. It is an issue I've experienced multiple times throughout high school and is most egregious in your class. This issue is the fact that different students are graded differently based on some arbitrary measure. When a teacher grades each student's assignment to a different standard, it devalues the work of the students.
I hope this email finds you well. Currently, I am taking POL 280 class with Professor Alexandra Moffet-Bateau. Earlier today at 8 AM the “rewrite writing response” was due. I tried to upload my paper at 7:53 AM. However, unfortunately, I was not able to do so since it kept loading my paper but did not upload it. To be brief, I did send Professor Moffet-Bateau at 8:02 AM stating what happened and few other emails stating the circumstance. Later in the morning, we did exchange few emails and she stated that she won’t be accepting my paper. In this scenario, I was not able to submit it due to turnitin.com it was not being done late. Fast forward, I did meet with her as a person too as well, and she did state that she does believe that
The work sample is a word problem worksheet on coins. The objective in this lesson was for students to solve problems using coins and the students had to either add up coins or subtract coins in this worksheet. Therefore, I was able to “match learning objectives with assessment methods”. Based on the work sample, the student correctly answered the questions that involved adding up coins but when she had to subtract coins, she got the answers incorrect because she assumed that the question involved adding up coins. It taught me that she did not know when to add or subtract when reading a word problem. As a result, I adjusted my instruction and taught the student to look for clue words such as, “in all” or “have left” when solving a word problem. I taught her that key words such as, how many are left, difference, how many more and fewer indicate that she needs to subtract. While, key words such as, altogether, in all, total and sum indicate that she needs to add. This show that I was able to “analyze the assessment and understood the gaps in her learning and use it to guide my instruction”. The student knew how to add and subtract but she had a difficult time knowing what operation to use when solving word problems. I provided the student with “effective and descriptive feedback” immediately after finishing her worksheet which helped her to improve her
...wed assumption that preservice teachers would be able to connect the dots between the reasoning for understanding learner characteristics and the need to modify ones teaching to this appreciation. I think it is rather ironic that I did not personally follow the primary teaching principle that I was attempting to promote that, “teaching is comprehended as a process of working cooperatively with learners to help them change their understanding. It is making student learning possible. Teaching involves finding out about students’ misunderstandings, intervening to change them, and creating a context of learning with encourages students actively to engage with the subject matter” (p.114). My lack of knowledge and assessment of student misunderstandings negated my attempts to encourage active engagement with the lesson content resulted in theory two teaching approach.
The lessons I’ve learned in UNI 220, have been paramount in my growth as a student. The class allowed for me to see that I wasn’t the only one dealing with these egregious feelings of self doubt. Consequently, being able to have open discussion in our class removed most of the angst and weight off my shoulders my proverbial shoulders. Before the semester began my outlook for my academic future was stark, I wasn’t sure how I was going to overcome the obstacles at hand. There is a great quote by John J. Beckley that states “Most people don’t plan to fail; they fail to plan.” I was a person without a game plan, and in desperate need of assistance. Luckily for me, the material we covered in UNI 220 provided valuable information that aided my mental
Grading System Reform 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 shows 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.
Error correction is a delicate balance, and not for the faint-of-heart. Error correction of ELL students is a useful tool in the hands of a skillful educator. It can point a learner toward discovering correct answers, motivate and push them to work a little harder, and engage a receptive student with useful and informative feedback. Error correction, however, is NOT a punishment. Nor is it an opportunity to denigrate or shame a learner – consciously or unconsciously. Most of us want to be corrected constructively, thoughfully, and respectfully. ELL students deserve no less.
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
Also, in the beginning of the lesson I gave the students clear directions of what I expected of the students. I had the students repeat the expectations back to me which was a success since they understood and did what was expected. After the activity, the students were supposed to complete a word sort and then a writing prompt. During the writing and the sort, I did not give clear instructions which affected the students and how they completed the assessment. The next time I teach a lesson, I need to focus more on directions and giving detailed
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.