Knowledge Folders and Study Skills

A student's job is not done after the end of the day. There is always homework that still needs done or checked, editing a paper, studying for the test that is coming up next week, doing their own notes for chapters they read, reading textbooks, and trying to have a social life. They are still trying maintain good grades as best as they can. During all this pressure for freshman year college students tend to forget their roles in the classroom, responsibilities, and having mental and physical impediments for their learning. Students have the constant worries and fears but it still bad when getting yelled at by their parents, teachers, and their school for lack of engagement in the classroom. By helping the freshman year college students, it

The data that I collect from assessments using “Words Their Way” gave me information needed to understand my student’s individual needs this in turn allowed me to gear my classroom instruction towards my student’s individual weaknesses. My action research allowed me to make an overall impact on students in the school at the time of the action research but also to future students.

Students are not given the credit they deserve because of one question, are they technically adults? Parents and academic administrators do not trust the students’ abilities and in turn the students’ needs are neglected. “They will disappoint you occasionally, but don’t sell them short. Your students are not yet full grown adults, so view them as works in progress” (Byron, 4). Students will thrive in an environment where their needs are met to the fullest. Achievement, honor systems, and rewards and punishments encourage intellectual development which will help the student’s rule themselves. You are in charge of your academic standards, it’s up to you to set your standards

I want my students to be responsible and ready learners. I will begin the year providing direct and explicit expectations and routines that should be followed in the classroom. As the year progresses, I will scaffold the amount of teacher control, and slowly give my students more responsibility over their learning. I want to create students who are ready to learn, and who take responsibility for their actions as learners.

Effective assessment practice can positively impact student learning by encouraging positive attitudes towards learning. It can prevent student disengagement and loss of motivation both of which can begin a spiral into states like failure avoidance and negative emotions about school and learning such as anxiety, described by Martin (2007 pp 413-440) as maladaptive behavioural and cognitive dimensions.

An important thing to keep in mind is that if you set a certain expectation for your class or for yourself, your students will attempt to reach that goal, or “will float to the mark you set” (Rose 2). “But mostly the teachers had no idea of how to engage the

The best teachers can do is to not allow students to see when the students have not meet the expectations they had and when students do not meet their own expectations, the teacher needs to encourage the student to try again and learn from their previous experience;

attitude to learn. Students should also prepare for tests and do the homework to help

a student should be taught consequences not retained by failing. In sports coaches should check the students grades and stay on top of kids to make sure they are doing good. If the student has a grade below a C should be put on probation which means they have to sit out at all the games and practices but have to attend them anyway until their grades are at a B average or higher. Kids should be taking their grades as serious as their sports. What students these days have to understand is that they have to work hard for what they want. Things should not be handed to them but see it as responsibilities and

strategies and share ideas to help those students who are struggling and push the other students to

When a student merely reviews the information in a textbook or notes, but doesn’t take the time to test themselves to see if they really understand what they are reading or if they review the test questions while looking at the answers, it can have a negative effect on their test scores. However, if the student were to alter their study patterns they could not only do better on the test, but retain more of the information.

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

Successful teaching occurs when the teacher is able to select the most efficient method for reaching out to each student’s individual style of learning and inspire students to rise to their highest potential. While the responsibilities of a teacher are extensive (as one can serve as a teacher, a friend, a counselor, a disciplinarian, an entertainer, a facilitator), I believe that students should play a big part in shaping own education as well.

The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.

3) Let students know that you care about them. Although many of us assume our students know this it 's not necessarily the case. Let the students know that you want them to succeed, whether it be to pass your latest test, or class, or graduate from college and get a good job. Let them know that you appreciate the work they do on classwork, or a test, or homework. Take the time