In summary, when inappropriate behaviors occur, apply the ABC method. Determine the antecedents of the behavior, how the behavior happens, and consequences for the student after the inappropriate behavior occurs. You might be able to help the learner substitute a more appropriate behavior as a result of your assessment (Voltz, Sims, Nelson, 2010, pp. 56-57). And, if your teaching is not going as well as you'd like and is affecting the success of your learners, Elizabeth Breaux (2009) might suggest to consider if you've done any of the following:
To help build your confidence in teaching, understanding student behavior and learning styles, and classroom management, consider the following resources:
My from Junior High/Middle School Methods in Fall 2011 is another example of how I plan an informative and developmentally appropriate unit. This unit involved different content areas and concentrated on the overall theme of being on a farm, or "Down on the Farm." This shows that this unit was developmentally appropriate for middle school students.
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My second from Teacher in Today's School in Spring 2012 is another example of how I use assessment data to drive future instruction. This Impact on Student Learning Project took place over the course of a full week-long unit over weather that I taught to my Spanish One students.
The Big Four is just the tip of the iceberg. Teachers also accept responsibility for student success, develop communities of respect, and help students become partners in their own success. They take on three instructional roles: direct instructor, facilitator, and coach (Tomlinson & McTighe, 2006). Their professional responsibilities include reflecting on their own teaching, maintaining accurate records, communicating with families, participating in professional communities, growing professionally in content and pedagogical skills, and showing professionalism with their own integrity and ethical conduct (Danielson, 2007, ch. 1).
This that I assigned to my Spanish Three class during student teaching at Columbia City High School in Spring 2012 is an example of how I use other methods of assessment, besides just giving a test. Students were asked to use the current grammar point of reflexive verbs and bathroom vocabulary to create a short story. I used this assessment to measure how students were doing with the concept as a whole by using this . This was my half-point assessment before taking the unit test over reflexive verbs.
The fundamental challenges of the teaching profession are also well-articulated in Connecticut's , which includes "six domains and 46 indicators that identify the foundational skills and competencies that pertain to all teachers, regardless of the subject matter, field or age group they teach" (p. 2). They are useful for teacher preparation programs, beginning teachers, and experienced teachers. For example, among professional responsibilities, the Connecticut Department of Education (2010) indicated "Continually engaging in reflection, self-evaluation and professional development to enhance their understandings of content, pedagogical skills, resources and the impact of their actions on student learning" (p. 10). Collaboration and proactive communication with colleagues, administrators, students, and families are featured elements, as are understanding the legal rights of individuals with disabilities, and the role that race, gender, and culture might have on professional interactions with students, families, and colleagues, and ethical uses of technology.
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As most standardized assessments are becoming computer-based, Columbia City High School is trying to prepare students for this switch from paper assessments by offering unit tests through a program called ExamView. The test I created in ExamView had two parts: and. After giving the assessment, I wrote a that included students' scores from the test, describing the benefits and setbacks of using this program. (student teaching Spring 2012)