General Methods And Assessments Reflection

As an educator, Stuart learned the values of getting the students involved in activities and competitions using the form of games or play. As a principal he learned that it takes the parents and members of the community to be involved in with the learning environment in the student’s home and in their community and school. When he was a superintendent, he found out the negative impacts on teaching and learning of wrong interference, lack of money, and of course the political conflicts always seemed to get in the way of educating the students. Mr. Stuart wanted for all students to have a great education by good and dedicated teachers. By having well taught teachers in the classrooms, the students would thrive in the best ways toward their education. He tells of how he handles situations and how situations handled him.

Questioning is a method of testing knowledge by asking the learner a series of questions related to the performance criteria. It is important that the assessor plans the questions beforehand, ensuring that open questions are used, and identifies the means of recording them, whether it be written; voice recorded or videoed. Questioning can be a very useful assessment method used alongside other methods. With observation, in particular, ‘what if’ questions can be used for evidence that might be hard to obtain, for example.

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

When creating a self-assessment for Student N, I wanted to generate a self-assessment that would be clear, simple, and provide beneficial information for myself and the student. The goal of my self-assessment was to involve the student in identifying their own thoughts and feelings towards reading, discover areas of strength and improvement, and encourage self-reflection of their learning. The student was asked to circle thumbs-up (always), thumbs-middle (sometimes), and thumbs-down (not yet). I prefer using the term “not yet” because it shifts the attitude as a work in progress versus a failure. After allowing the student to complete the self-assessment privately, I was able to sit down with them, take notes, and have a mini-conference to dive deeper into their responses.

I learned how to explain and the task thoroughly, I walked around the room more, checking up on the groups. If students had any questions, comments, or thoughts about the task they could asked me while I was walking around the room. I asked my students many different questions like inviting, probing, pressing, waiting, orienting, re-voicing, connecting, and explaining questions to help them start or continue solving the task. These questions would extend their knowledge of the concepts and make them think deeply about solving and justifying their answers.

When she got the fighting under control, there were days that she could not command the attention of the room. I think she realized the administration wasn’t going to do anything more than suspend the students, which wasn’t considered a punishment by them, and that she developed her own strategies of classroom management that were ultimately successful.

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

You should make sure that all your records are legible, and keep them confidential unless you have permission otherwise.

This classroom was very organized and it did have a lot of things labeled. I recognized that the teacher had a lot of things in her classroom labeled. She had words like door on the door in the classroom. She used a lot of bright colors. I also recognized that the teacher did a lot of one-on-one with her students. For example, she did very small group activities and a lot of the activities consist of one-on-one activities. She allowed the children to experiment with the project. She stated that she like to have children to participate in morning discussion. This time allows her to introduce the new letter of the week. She believes that children learn a lot of literacy through song and dancing. The children would sing the songs as they played in the classroom. Some of them would dance to music.

1. In Linda Christensen’s story, she describes how it was a very difficult task for her to “build a sense of community” in her fourth grade classroom. She states that students were not being cooperative in most of the activities she had planned out for them. She had knowledge that some students already had issues with one another, making it even more difficult for her, as the educator, to accommodate these lessons. (Burant, 2010, pg. 69).

In the observed lesson, the teacher has strategically placed desks in a way that amplifies the potential discussion between the students in the inner circle. The students are able to easily pay attention to the speaker, which enhances retention and allows students to implement active listening in regard to their peers. This is not only found in

Pupils learning and progress needs to be measured against objectives using ongoing assessment methods. Formative assessment methods are ongoing, they are used to check progress continually during learning . These techniques include using open ended questions which encourage pupils to think for themselves and use their own ideas rather than being influenced too much or led by the adult. Observing pupils is a formative assessment method which allows us to gather lots of knowledge about how pupils are progressing. It reveals how they work, interact with others, preferences, strengths, weaknesses etc over a period of time. Observations can be informal and take place on an ongoing regular basis or can be formal direct observations. Listening to pupils describe their work and reasoning, to hear about pupils understanding

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

Evidence needs to be authentic and actually related to the performance of the learner being assessed and not that of another learner instead.

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.