Evaluation Of A Teacher 's Methodology

All work handed in by the learner, they must sign and date and confirm that it is their own work.

The techniques used in evaluating effectiveness of teachers have changed over time together with the definition of effective teaching. These changes have been brought by increased federal and state supervision of accountability of teachers both in schools and in class. Most researchers concede that good teaching is crucial and a key factor in improving students performance. However, researchers have not agreed on the best way of measuring teachers’ effectiveness, because there is no consensus on what constitutes an effective tutor. Some of the traditional methods that have been employed in measuring teachers’ effectiveness include classroom observations meant to compare tutoring practices against certain standard measures (Gay, Mills &

For my middle level observation, I had the honor to observe at Huntington Middle School under Mrs.Rivera in sixth grade hub class and Math. I was very fortunate to have had this opportunity, as I have observed things that I have mixed emotions about. In this paper, I will discuss the different ways Mrs.Rivera taught, and the different components that made up her math classroom.

While observing Mrs. Henderson’s classroom, I noticed that she used an approach that most teachers don’t. When I asked Mrs. Henderson why she chose this approach she told me that originally she was supposed to teach 3rd and 4th grade math at the same time. When the plan changed from her doing 3rd and 4th to just 3rd she decided to continue with her plan on using guided math. While doing guided math, students are working on math problems they learned in the lesson before and working on increasing on their basic knowledge of math facts.

During my observation of this 9th grade Algebra1 class, I was interested in the way the teacher was teaching the lesson and the way she was interacting with her students. In high school, I had math teachers who would go over a procedure all at once without pausing between steps or asking students if we had any questions or if we were confused. My former teachers’ process of teaching left me confused throughout the lesson until they were done teaching so I can ask them for help. I really appreciated the way the teacher took the time to pause between steps and asked her students if they had any questions. When the teacher did this, I believe that she made her students understand the lesson better and helped them process

Mrs. Jones utilizes a variety of ways to access her student’s learning by doing four specific things I have observed while spending time in her classroom: writing clear and measurable learning objectives when creating assignments, creating all-encompassing exams that can be expected regularly once a week, and using classroom assessment techniques.

Positive reinforcement plays a major role in the classroom management plan in my cooperating teacher’s classroom. In this fourth grade class, students are grouped in groups of four or five who work as a team to earn marbles. Each group has a marble jar on their storage shelf in their group where the teacher will add a variety of different sized marbles. Students can earn marbles for following directions, answering questions, paying attention, helping others, being a good listener, and many other positive behaviors and good choices. Different size marbles represent a different amount of tickets that students can earn to use to purchase rewards. Some rewards include a free homework pass, lunch with a friend, lunch with the teacher; sit in the rocking chair during reading time, or choosing a prize from the prize box. As I observed the class, I realized this system works really well for this group of students. The teacher would give the class directions. For example, “please get out your math journals and a pencil.” The teacher did not have to say anything about earning marbles. All she did was gather a handful of marbles, begin walking around the room looking for a group who was following direction and ready to work. Once she spotted a group doing what was asked, she placed the marbles in their jar. She followed the steps until she was out of marbles. Students were ready to work fast. The “clink”

Ms. F would begin the afternoon lesson by reviewing the assigned homework from the previous day. She would present the solution on the smart board to allow students compare to their findings. In between, she would ask students to explain the steps they used to solve the specific math problem. Ms. F would solve few challenging problems on the smart board to help with students’ understanding of the concept. During the observation period, the class covered units

Prior knowledge, experiences permits children to draw back on prior experience and background knowledge that may help them draw connections. As part of learning students need to be able to build their own knowledge based on both the experiences and the information they have learned. In a constructivist environment, it is key for students to be able to question themselves and apply new understandings to any prior knowledge, which helps the student develop critical thinking. In a classroom I consider it is vital for students to have time to explore outside a textbook. To make a connection with the world outside and reflect on experiences lived. Direct instruction is a strategy used by many teachers who believe that guided instruction is an effective approach to teaching. In a direct instruction environment the teacher sets objectives and has a lesson plan with a clear outline of what will be done in that class period. The teacher directs the lesson by lecturing to impart a set of skills that he or she wants the student to learn.

What teaching strategies does the teacher use and how do those strategies change as they progress through the lesson?

Compare the strategies that were used. Which strategies were used the most? The least? Not at all? Critique why you think the teacher used these specific strategies.

Danielson’s main purpose in writing the article is to explain the need for a more effective type of teacher evaluation system. She wants to describe the weaknesses of the checklist type of teacher evaluations that has been used as the norm in the past. Danielson describes a more effective form of teacher evaluation that will be useful for the administrator and also the teacher. Teacher evaluations are very critical in decision making for schools because this is a way for them to credibly show the school board that they have highly effective teachers and at the same time allow those highly effective teachers an opportunity to grow and learn in the situation. Danielson suggests that in the past administrators have been more worried about the decision making process and being able to give evidence that the teachers they have hired are doing an high quality job.

Earlier, in their study Supovitz and Klein (2003) were surprised by the limited technical capacity of the faculty even in schools that had been identified as innovative data users. Only 19 percent of the teachers and administrators felt that they possessed the skills to manipulate data to answer questions of interested to them. Capacity issues did not only related to the technological capacity of educators and their ability to use computer software to run analyses but also to competences such as formulating research questions, isolation of relevant data outputs, interpreting results and effectively developing and using classroom assessments (Marsh and Ikemoto, 2006). Instructional leaders ought to know how to use data and evidence to

A teacher should become an expert in their chosen subject, as the role of the teacher is to pass on essential skills and knowledge to their learners. Your learners will look to seek knowledge in the chosen subject and it is your responsibility to make sure that all your learners’ individual needs are being meet from the information that you are passing to them and they are learning, this can be checked by continuous evaluation and assessment.

For the past three days that I have been listening to lectures by Dr Maftuhah, one significant thing that have left an impact on me is that the class has been making me busy to keep on reflecting my teaching styles that I have been using all these while. I was not a TESL student, which means that for my degree, I did not study to become a teacher. My course was all about English language and literature and we were never taught about theories that are related to teaching. Only after a year I have started working, MARA had sent me to do my Diploma in Education where I started to hear all sort of theories that are important in teaching methodology. Unfortunately, since it was a short course, thus I did not manage to grasp to actual meaning to all those theories until these past three days.