What Is Effective Instruction

Students don’t always know what they are going to write about right away while writing an article or essay, some people just need to give it time. Donald M. Murray claims in his article in “Write Before Writing”, students should be told of the importance of prewriting. To do so students have to understand the write before writing. Murray list 4 strategies in writing, there is Resistance, force, rehearsal for writing, and implications for teaching. “Most writers need time to wait for the ideas to flow into your head for everything to make sense, some people call is procrastination or delay.” (Murray 375) Murray talks about the four pressures that move them forward, by increasing information - when the writer decides on a subject understands the subject they are writing about, increasing

Research shows that attributes of the classroom teacher significantly affect how well students learn. Recently it has become clear that the

Writing- Students will write in their daily journals, complete writing activities for homework, and complete a final project based on the text.

Composing- This is where the student will begin to their writing. They should not worrie about spelling, grammar, or neatness at this time.

In the article “Best Practices in Teaching Writing”, Charles Whitaker outlines eight points on helping students succeed as writers. The first

Furthermore to expand on the classes I had taken before I had never learned how to write without just actually doing work and feeling enthusiastic about it. Most of the time we would learn about something or topic would be given. There would be

In chapter 9, Writing Across the Curriculum, the process of reading and writing was investigated and explained in comparison to one another. The reading-writing connection focuses on drawing from students’ prior knowledge and cognitive processes in order to build learning. The authors mentioned that the writing process is a strong tool for exploring and clarifying meaning and the two major instructional components used are writing to learn (WTL) and writing in disciplines (WID). The chapter also focused on the subareas of academic journals and writing disciplines.

Just like in any other profession or aspect of life, there are many myths that threaten education in public schools. Many people believe that teachers are the most important influence in a student’s academic achievement. In reality, educators have a very little influence in student achievement compared to other influences in the students’ lives that is out of the teachers control. It has been proposed that teachers don’t need to go to school to learn how to educate, they just need knowledge of the subject matter. This could be extremely destructive to student learning because they would not have the proper skills to instruct a classroom. Another common misconception is that instructors in

Roehrig, Pressley, and Sloup (2001) state that teachers should determine what strategies a student might be using when reading and then assist them in learning

What is an Effective School? Research shows that the most effective schools are more alike than they are different and they encompass fundamental characteristics so common among successful schools that they have come to be known as the Correlates of Effective Schools (Effective Schools, 2012). The Effective Schools Correlates are composed of: (1) A Clear and Focused Mission, (2) Strong Instructional Leadership, (3) Positive Home-School Relations, (4) Safe and Orderly Environment, (5) Climates of High Expectations for Student Success, (6) Frequent Monitoring of Student Progress, (7) Opportunity to Learn and Time on Task (Lezotte, 1991). An effective school is one in which all the students learn the specified curriculum regardless of factors in their backgrounds which ordinarily have been identified as those which prevent such learning (Lezotte, Learning for All, 1997). All schools can be effective if they follow these correlates no matter their economic condition.

  Prewriting is the first step of the writing process, this step allows the writer to form ideas and write them down. Once they get an idea of what to write, they can either brainstorm or free write. Brainstorm means writing down any ideas that comes to mind on a piece of paper with the main idea in the center. These ideas can be subtopics or directions to the article. On the other hand, free write is when the writer starts writing their ideas down about the topic and not worry about grammar, spelling and punctuations. After the writer is done they can decide on what is

Student survey responses corresponded with the most expressed concerns of teachers. Of the 45 students surveyed (proficient and deficient learners in reading comprehension), all expressed that the vocabulary within a text is difficult and makes it hard to comprehend a reading. Furthermore, 73% of students said that language (the language used in the text and the format of a text) in historical or English readings were confusing. Finally, 86% of students said that most of what they read in class was boring and they found very little interest in the reading.

It is argued that there are 4 elements critical to the effectiveness of the instructional process: 1. the learner, 2. the teacher, 3. the home, and 4. the academic programs and the physical facilities at the school. These are interdependent and interactive and must function in unison for effective teaching to take place. The teacher's primary responsibility is to help

students ability to learn is how well the teacher manages the classroom. A well managed

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help