With the help of performance based results, teachers make instructional placement, formative evaluation and diagnostic decisions in order to issue better instructions. Assessment and instruction go hand in hand because the results of assessment directly influence the instructions that will be provided. What Standards Should Assessments Meet In Order To Enhance Instructions? Assessments provide the necessary information and serve as a guideline for instructions. The result of assessment and instruction format implemented by the teacher has a direct bearing on each other.
Research clearly shows that a person must be engaged to learn. People learn by actively participating in observing, speaking, writing, listening, thinking, drawing and doing. Learning is enhanced when a person sees potential implications, applications, and benefits to others. Learning builds on current understanding and misconceptions too (National Research Council, 1999). It is necessary for teachers to use their time effectively by using many different techniques to keep the children engaged.
Running head: PROFESSIONAL STANDARDS OF TEACHING My role as an educator is to not only teach the children the required subjects, but to guide them as a role model, as well as inspire them to reach their fullest potential. Inspiration is not simply a switch that one flips on at the beginning of the day and flips back off after school is over, it is a constant state of being which makes others want to be a part of something. Whether that something is a lecture, an activity, a discussion, or a project, that student feels the desire to be actively involved, not only because that is what is expected of them, but because they feel welcome and intrigued by the learning process. This will all be accomplished by following the Ohio Standards for the Teaching Profession. During my field visit to St. Vincent St. Mary High School, I witnessed many of these standards being utilized effectively.
Learning goals, teaching strategies and assessment criteria should be carefully matched. Students should know in advance what they will learn, as well as how and why they are to be assessed. Teachers’ plans should be flexible so that they can make changes in response to new information, opportunities or insights. Assessment in education is the process of gathering, interpreting, recording, and using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal,1992) Planning and Communicating Assessment 1.
Whereas the school culture they enter will ultimately impact how they enact their ideas, [forming] a strong vision of themselves as professionals. Planning is (Hattie, 2012, p. 37) the most powerful when teachers work together to develop plans ... [and] collaborate. It plays a key role in establishing professionalism and fostering staff development (Pitt & van der Merwe, 2012, p. 25) as planning for the sake of enhanced learner achievement should be the main focus of all staff meetings and is especially valued by better qualified teachers. A teacher should (Alnoor & Hongyu, 2011, p. 586) keep accurate progress records that help in guidance and counselling; match content, teaching approaches and student development and learning in planning; and establish and maintain effective collaboration between and among fellow teachers, learners, parents and all other stakeholders in education. Teacher collaboration, along with prior achievement, targeted learning and progression make up four critical roles in planning (Hattie, 2012, p. 37).
Good communication skills assist teachers to facilitate learning, cultivate good teacher-parent relationships and create a positive and productive learning environment. Effective teaching is based on a foundation of good communication skills which motivate and facilitate learning. The classroom is a place where the communications are constant, and they involve numerous people with varied experiences, learning styles and interests (Marsh, 2010, p. 182). Teachers must be proficient in adjusting communications to ensure each child is receiving and understanding the messages sent. Communications must be clear and precise, language must be age-appropriate, and instruction must be sequential and integrated, so that the student can construct meaning (Eggen & Kauchak, 2010, p. 243).
What makes a teacher “effective”? (Word count 1210) An effective teacher realises that what they do matters to students, and that having “an appropriate mind frame combined with appropriate actions work together to achieve a positive learning effect” (Hattie, 2012). The impact of positive teaching embraces the importance of passion in a teacher. Zimmerman cites that “passionate teaching requires emotional engagement between teacher and student” ((2009). This makes the teaching more interesting to students and fosters deeper connections whereby the student may be inspired to find passion in their own lives (Zimmerman, 2009).
It is about changing schools to make them more responsive to the needs of all children.” (Mittler, 2000 cited Carpenter,Ashdown & Bovair 2001) It is widely known, that assessments of the level of a student’s performance greatly influence the teacher’s planning and strategies. The QCA (Curriculum Assessment Authority) states that planning should begin with the pupil’s needs, interests, aptitudes and achievements and that all pupils should have access to programmes of study that enable them to progress and to show achievement (QCA, 2001). Out of that reason children with learning disabilities need an assessment, which is based on all involved circumstances. In this assignment I want to show the main reasons, why children with Down syndrome have very special needs and how these needs influence the learning process Having clarified this I want to show the identification of needs using an assessment portfolio and how this is used to meet individual needs of a child. I also want to evaluate the way in which the team worked to put the information for the portfolio together.
Also I need to create effective and stimulating opportunities for learning through high quality teaching that enables the development and progression of all learners. My role as a teacher is to plan my sessions by doing lesson plans, preparing teaching materials, assessing my learners, evaluating myself and my delivery, completing attendance records, and maintaining records of learner progress e.g. interviews, tutorials, assessments, etc. As a teacher I also need to exercise a duty of care for my learners, ensuring they are inducted to the company and course, carrying out one to one tutorials and reviews with learners, following professional values and ethics, acting and speaking appropriately and standardising practice with others. I will also need to attend meetings, mark work, attend promotional events and exhibitions and refer learners to other people or agencies when necessary.
What ideas and strategies must teachers develop if they are to have a classroom that is characterized by a high level of on-task behaviour? * Self-efficiency: Confidence in the ability to promote students’ learning and to achieve instructional goals. Teachers are more likely to engage in effective management behaviors when they believe they are capable of using those behaviors usefully. * Professional Knowledge: Instructional techniques, cognitive psychology and child development * Therefore we can define teaching as pre planned behaviour – founded in learning principles and child development theory and directed toward both instructional dilevery and classroom management – that increase the probability of effecting a positive change in student behaviour If students are to display appropriate behaviour in class, what preplanning is necessary for teachers? 1.)