Fostering Student Accountability For Classroom Work

“Give teachers the task of setting goals and strategies which they will use to minimize transitions and maximize instruction” (Time & Learning, 2011).

In addition the act of showing students the particular information has the effect of allowing them to create their own understanding of the text. It allows students to examine the process of discerning important information from that which is immaterial. "Since understandings cannot be transmitted, merely telling children the relationships in some topic seems unlikely to provide much of a press for understanding. Nevertheless explaining can work when…a conceptual model such as an analogy or an example can highlight what is important and make connections easier to notice" (Newton 2001).

The text states, “When students are given a model of excellence, they have a better understanding of the goal and of the teacher’s expectation.” (Evertson & Poole). I feel that it will be helpful for Joe to actually see what the teacher is expecting of him and then the Title 1 teacher and help him meet that expectation.

Ms. Anderson could consider giving Howard’s assignments one at a time or allowing the utilization of a computer for schoolwork. Adjust worksheets by disposing of diversions and excessively data on a page. Permitting Howard to have extra time for completion of his work would have him feel further success with his assignments. Perceive that moves may troublesome and might take Howard somewhat more time than others might require. Give cautioning of progress and permit the fundamental time for him to comply. Establish a prompt or flag to remind him to come back to

One of the most important components of the social development of students, increase their accountability. Accountability means the obligation of a person to perform optimally within all activities that have been put upon him. The commitment Meaning obligation or guarantee against someone or something and know it is bound to do something. Therefore the purpose of this study was to compare the levels of accountability male and female high school student-athletes and non-athletes is the second city of Sari. The study population included all male and female students in secondary schools the public schools in Sari (11227 people) formed in 95-94 school year that their responsibility was assessed based on their point of view. The sample

When we look at the role of a teacher, trainer, assessor or tutor we find that there

Below grade level students will be given further instruction from the teacher during the activity. The teacher may remind the students to use the strategies listed on the anchor chart. The teacher may ask the student key/probing question to discover more about their thinking process and provide further instruction where it is needed. The teacher can assist student’s who are still struggling by folding their paper, placing the students focus on a particular part of the activity

Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being

-Students are working with others that are below grade level. They will have the opportunity to help teach them. This will build their understanding as well.

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

Introduced during the 1990’s, accountability is a newer term inside the education world. By definition, accountability holds, not only teachers, but districts, educators, and also students accountable for any results ("Accountability", 2004). Accountability hasn’t always been prominent inside our education. In fact, it wasn’t until the 1990’s when lawmakers began to flirt with the idea. Though accountability became increasingly popular during the end of the previous century, it does possess several roots which began in the 1950’s.

This approach, as a way of addressing students’ learning need example uses their experience to aid learning as the lesson progresses, the teacher monitors conversation and participation in discussion and/or activities to encourage students’ interest by making connections to their lives and also satisfies his/her teaching goals in the interim. According to Maslow’s perspective

When Mrs. L began to share on Richards behavior when he attend the learning center with her she expressed that his distractions are limited. When he is at the learning center he has less students to become distracted from and he is able to stay focus on assignments. Currently, Richard works with a small group of students that are at close to his learning level. Mrs. L. expressed how it is more easy for Richard to work in a small group, because he is able to keep up with the learning material and use the students as reference to

7. Support Productive struggle in learning mathematics. The teacher did this when the students were working on their own methods of solving the problem. He allowed time for the students to draw out their representations. It never said, in the reading, how much time was given for the students to draw arrays, but based off molly’s representation she had enough time to draw 160 individual boxes. Also, in the reading the teacher goes by and sees that some students have changed their method of solving the problem (Ex. Lines 38 provides evidence of Support Productive struggle in learning mathematics). That would not have happened if there was not enough time to have a productive struggle.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is