Starting the Lesson The next section of the survey is geared toward the communication and relationship between students and teachers. It also questions the classroom environment. One of the statements stated, “The climate of the class, evaluated from the pupils’ perspective, is seen as fair: pupils feel that it is okay to say ‘I do not know’ or ‘I need help’; there is a high level of trust and pupils believe that they are listened to; and pupils know that the purpose of the class is to learn and make progress” (Hattie 2012). The teachers all ranked this as generally agree. The teachers at this school do create a great relationship with each student for the most part and make their classrooms inviting and a place where discussions can take …show more content…
The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning” (What is RtI? 2017).
The teachers should be very aware of all the resources available for students. Again, a boost in the communication and relationships of staff members and administrators could also help this situation.
During the Lesson Feedback Feedback is such an important component to learning and I have read so much on many authors and their views of teacher feedback. “For example, feedback like
"Great job!" doesn 't tell the learner what he did right, and likewise, a statement such as "Not quite there yet" doesn 't give her any insight into what she did wrong and how she can do better the next time around. Instead, researchers suggest taking the time to provide learners with information on what exactly they did well, and what may still need improvement. They also note that it can be helpful to tell the learner what he is doing differently than before” (Stenger 2014)
In the survey one statement said, “Teachers: a. are more concerned with how pupils receive and interpret feedback; b. know that students prefer to have more progress than corrective feedback; c. know that when students have more challenging targets, this leads to greater receptivity of feedback; d. deliberately teach pupils how to ask for,
In a recent observation I received a ‘good’ grade but found the feedback on areas for development particularly useful. I am now aware that I need to have a stronger procedure in place for dealing with latecomers and that I need to provide even greater differentiation in difficulty level of tasks for entry level learners.
In my point of view feedback is an essential tool for learners’ progress. If the student is not assessing their work then they are not learning and given feedback are vital to ensure best practice is maintained and the learners are achieving to their full potential.
All feedback needs to be concerned and supportive; it needs to include both negative and positive feedback. Positive can help us feel good about our self and positive about our skills that have been observed. However to develop further we need negative feedback to make improvements and grow as individuals, and
Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.
As in any research based program there are benefits and challenges. One of the biggest benefits of RTI is it has the ability to transform how we educate all students. When implementing Response to Intervention it helps to treat learning disabilities, identifies students with disabilities, classifies every student’s strengths and targets the specific disability. Perhaps the greatest benefit of an RTI approach is that it eliminates a “wait to fail” situation because students get help promptly within the general education setting. As soon as assessment data indicates a problem area for a student, interventions are put into place to address these concerns. One of the biggest challenges that are occurring is that RTI is still uneven; some districts use it and some do not and because of this it becomes a challenge. There is confusion as to what RTI is and whether schools are required to use. In addition, the evidence based and differentiated instruction is one of the issues in response to education. “Interventions that are research based but not feasible are not likely to be implemented with fidelity, which would undercut the validity of RTI decision making” (Kubiszyn & Borich, 2010,
This three-tier RTI system is wonderful at the early stages of education because it allows teachers to identify at-risk students and move them through the intervention process. However, in the later stages, it is often too late to evaluate students for learning disabilities as these should have been recognized early on in a child’s education. It should be noted that students at this stage do still need interventions, but in a different format.
Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than
It is always my aim to ensure that feedback is timely and given in a constructive and sensitive manner; and my approach can sometimes be influenced by what I have learned during initial assessment; and as I develop relationships with the learner. I have recently made efforts to encourage my learners to reflect and to self-assess their performance. I feel that this helps to pave the way for me to feedback to the individual and to reduce the risk of de-motivating them.
Feedback is important as it sets up targets; the person knows what to improve. It motivates people and helps them to focus. It helps identifying the strengths and weaknesses. It expresses what is important to the organisation and the job and reduces uncertainties in people.
RtI works at its best when personal from across the school, including administrators, general education teachers, special education teachers, supplemental specialists, music and gym teachers, and counselors all collaborate to support the framework, because each staff member shares equal responsibility for the success and failure of all students (Shapiro 2011). RtI needs the full support of all staff members, because it does not show immediate results and could take between 3-5 years to see its positive impact. RtI gives schools the chance to correct literacy issues, and fix the problem early, before students’ progress forward where they pay for it long into their future.
All this is in line with the LLUK Standard Domain E "The role of feedback in effective evaluation and improvement of own assessment skills."
RTI is an intervention system that is planned to increase student’s literacy. RTI is also considered a screener for students with learning difficulties (Wixson, 2012). RTI is considered to be a way to give students services before we label them with a
needs are met and they feel as if they are respected by the teacher. Mutual respect is once again
The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my