According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”. He also stated that “students need to know what you expect from them and what they expect from you during the course; that they need to know where the boundaries lie and what will happen if they step over the boundaries”.
In this situation, it is important that the Teaching Assistant report their concerns to the classteacher. The teacher can then implement strategies or interventions to help the child improve. The teacher may already be aware that the child has difficulties and the report made by the Teaching Assistant will contribute to evidence gathered by the teacher. A concern such as difficulties with reading could have a knock-on effect on their other literacy skills such as writing. It may also highlight underlying difficulties such as dyslexia or learning difficulties.
The key points are to clearly post, refer to, and review learning objectives and language objectives. Multiple levels of English proficiency are set by standards that the students are monitored by model performance indicators. A student’s native language affects his or her language and academic outcomes by being surrounded by other students who are also ELL with the same English acquisition. Students may utilize their home language more in conversations when speaking to classmates who are from the same home language group (Willoughby, 2009). In speaking to other ELL students whose home language is different, ELL students, use English but due to the students’ limitations in their English proficiency, they expose each other to more broken English I will value the instructional power of a word wall by frequently utilizing, maintaining, and updating it.All too often, secondary educators miss important opportunities to build the literacy skills of all students.
Explain the functions of assessment in learning and development Initial assessment in identifying learner needs The Initial assessment (IA) process could be classed as the most important information gathering process. It not only allows the teacher to decipher if the student is enrolling on the correct course for them but also to collect details about the learners past educational experiences, upbringing conditions i.e. a care environment and any particular learning issues. The initial assessment can be both formal and informal. Formal IA may be application forms, references and other relevant documentation.
They will need to plan how they are going to carry out the research and collect their results for use in Part 2 and Part 3. The research can be carried out during lessons or as a homework exercise. Candidates complete Part 1 under limited control. The work of individual candidates may be informed by working with others and work may be completed out of the classroom but candidates must provide an individual response. Teachers may give generic, informal feedback while the work is being completed but may not indicate what candidates need to do to improve their work.
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
BALANCED LITERACY PAPER A balanced literacy program includes aspects of literature-based instruction as well as phonics. Linda Chen and Eugenia Mora-Flores (2006) say that this approach “recognizes the complexities of the act of learning to read and the need to utilize multiple approaches because children learn differently.” There is no one-size-fit all strategy to teach children how to read and write, instead we need to find out the individual needs of each student and give them several strategies to work with. It is our job as educators to provide our children with meaningful opportunities for reading and writing. Before laying out an instruction outline, we need to define our goal. Every year teachers need to
Before the new standards took effect, instruction focused more on quantity. If the student's didn't hear or understand the information taught to them the teacher would move forward in instruction. Not only were goals not being met, in most cases goals and standards were not being set for students. Now with the CCSS in ELA and Literacy, teachers can pause, deepen and apply quality eduction to their students. For example reading one on one and assessing students at their own reading level and providing them with literature for that level and tracking for
* For numerous Aboriginal children English is not there first speaking language. Teachers need to explain the content they are teaching in more than one way and more than once to allow Aboriginal and Torres Straight Island students to comprehend and learn (Korff, 2014). * It is important for a teacher to be familiar with aboriginal English and be aware of non-verbal communication. Aboriginal people often read and relate better to body language and consider it an effective form of communication. As a teacher a strategy you can use is to ensure that your body language is consistent with your intentions and attitudes (Curriculumsupport.edu.nsw.gov.au, 2015).
The assessment should be both formal and informal. For informal, the teacher may use observations for questions and students notes, and formal will be for the use of tests and essays. The teacher can track the student’s problem area and can adapt the lessons and help the student. All assessments need to be prepared to actively engage student’s in the lessons. When assessing an ELL students’ performance, there must be group work that will be close to the real world like problem solving and personal communication.