Reflective Journal Entry #8

Description

           The focus of reading and discussion in EDAT 6115 this week was about assessing student learning.  Assessing student learning requires the teacher to reflective of their instructional practices and understand how students’ needs can be evaluated.  Slavin (2012) stated, “Every teacher should have a clear idea of where the class is going, how it will get there, and how to know whether it has arrived” (p.397).     

Analysis

           

             Slavin (2012) reported, “Writing good achievement tests is a critical skill for effective teaching” (p.413).  At my school our teachers write all of our formative assessments and summative assessments together.  This helps ensure that all of our second graders are being assessed on the same content and that the assessments fairly align to our grade level standards.  We first analyze the standards being covered by the tests, then we plan questions using varied depth of knowledge questions.

            With the push of Georgia Milestones constructive response type questions have been the new buzz word and shift in teaching.  “Constructed-response items require the student to supply rather than to select the answer” (Slavin, 2012, p.422).  Asking appropriate constructive response questions means the teacher needs to be very specific in the expectations.  If questions are too broad, then students will interpret how to answer the question in various ways.  These types of questions are good because they allow the student to produce their own thinking and ideas.  On the other hand, however, scoring constructive response can be unreliable due to teacher judgement.

            Grading is another aspect of education that seems to be a hot topic.  The idea of retesting and reassessing is a very controversial topic.  At my school currently students are allowed to retest anything that they score below a 70% on.  The rationale behind this is to ensure that students are finding mastery of the standards and not just “moving on” because it’s time for the next unit.  However, does retesting them show that they have mastered that standard, or is it taking away student motivation and reflection knowing they can always retest?  Maybe a better idea would be using performance grading.  With performance grading “teachers determine what children know and can do and then report this in a way that is easy for parents and students to understand” (Guskey, 2006).  The parents can then understand if their child is performing around the expected range for their grade level.

            We can look at students’ performance based on two types of evaluation, norm-referenced and criterion-referenced.  “Norm referenced interpretations focus on comparisons of a student’s scores with those of other students” in contrast “Criterion-referenced interpretations focus on assessing students’ mastery of specific skills, regardless of how other students did on the same skills” (Slavin, 2012, p.411).  In most cases formative assessments are criterion to show what students are having trouble with what skills.  

Reflection

            The concept of assessing student learning is an important concept to all teachers.  Intentional teachers plan their lessons and ideas around individualized students learning.  As teachers we cannot teach the same lessons the same way each year.  Our students are all different and learn differently.  If we use assessment data to drive our instruction, then we are best meeting the needs of our children.  Using formative assessment to see where students are in their learning as well as for students to track their learning is imperative.  Using summative assessments as a teacher is a way to ensure that your teaching matches up with student learning.  Formative and summative assessments should be closed tied together.         

            Something I learned in this chapter was about lesson objectives.  In my day to day classroom I use learning targets, but I never thought about using lesson objectives.  I am familiar with lesson objectives from conversations during a student’s individualized education plan (IEP), but I have never thought to do them for my general education students.  I could see how this would be helpful in determining the success and achievement level of students, especially my lower learners.  Planning for lesson objectives really makes you be reflective of your students’ needs and what support they need to be successful.  Backward planning with lesson objectives can help you better plan lessons to meet the objectives.

            One thing that I confirmed reading this chapter was ensuring my teaching objectives line up with my assessments.  I feel it is only fair to test students on material that you have already covered or taught.  One way to ensure that this is done is to look at your assessments and plan backwards.  What skills would they need to learn in order to be successful?  In order for your assessments to fairly match up to learning objectives as a teacher you need to make sure your assessments align with your content standards.  Assessments should fairly address what the expected standards to teach are.

            One positive thing about assessments is the use of feedback.  The feedback that assessments give is beneficial for the teacher as well as for the student.  Assessments should provide feedback, information, and incentives.  Students should be reflective of their assessments to realize their strengths and weaknesses.  Teachers should be reflective of student assessments to decide the effectiveness of their instruction.  Many times teachers complain that all of their students fail a test.  Is it really the students’ fault if ALL of them failed?  Maybe there was a flaw in the way the information was presented.  Rather than put the blame on the students, teachers as well need to be accountable for their responsibilities. 

             

References

Guskey, T. (2006). Making high school grades meaningful. Phi Delta Kappan, 87(9), 670-675.

Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson Education.

Reflective Journal Entry #7

Description

            The focus of reading and discussion in EDAT 6115 this week was about creating and promoting an effective learning environment.  The effectiveness of classroom learning is dependent on the structure and tone that is set by the teacher.  Slavin (2012) stated, “Students who are participating in well-structured activities that engage their interests, who are highly motivated to learn, and who are working on tasks that are challenging yet within their capabilities rarely pose any serious management problems” (p.316).

Analysis

           

             Slavin (2012) reported, “Providing an effective learning environment includes strategies that teachers use to create a positive, productive classroom experience” (p.316).  Classroom management provides an effective learning environment by using allocated class time well.  The focus of a teacher’s classroom management is to promote time to engage students and keep them on task without distractions and behavior issues.  Having a strong structure for classroom management can help a teacher’s classroom run smoothly, as well as help students feel a sense of success in their learning.

            While it is important to maintain strong classroom management, the teacher also needs to ensure that they do not overdo time of task.  “An overemphasis one engaged time rather than on engaging instruction can produce what Bloome, Puro, and Theodorou (1989) called mock participation, in which students appear to be on task but are not really engaged in learning” (Slavin, 2012, p.325).  Just because students appear to be well behaved does not promise the fact that they are learning.  Teacher’s need to be sure they balance classroom order, but also give students opportunity to be children.

            There are many practices to consider when trying to plan for effective classroom management.  “Research has shown that basic commonsense planning and groundwork go a long way toward preventing discipline problems from ever developing” (Slavin, 2012, p.326).  Starting the year out is the first piece of ground work that helps the classroom run smoothly for the remaining part of the year.  The steps the teacher takes in the beginning of the year are likely to mirror what the student’s behavior looks like at the end of the year.  Students should have clear understandings of what the rules of the classroom will be.  “A Major purpose of clearly explaining general class rules is to give a moral authority for specific procedures” (Kagan, Kyle, & Scott, 2004). 

            When behavior in the classroom needs to be managed due to misbehavior the teacher also has many choices to make in what the best way to deal with these issues are.  “In dealing with routine classroom behavior problems, the most important principal is that you should correct misbehaviors by using the simplest intervention that will work” (Gathercoal, 2001; Kyle & Rogien, 2004).  When teachers over do the amount of time disciplining a child this takes away time for student achievement.  By having clear rules and procedures you can prevent problems in the first place from happening.  Keeping students on task with meaningful lessons will distract them from the opportunity to act out.  Praising students for positive behavior will motivate students to do the right thing in order to receive that recognition.              Lastly using nonverbal cues or verbal reminders can help bring students back into line.  Nonverbal cues end the behavior without stopping class time, while verbal reminders “state what students are supposed to be doing rather than dwelling on what they are doing wrong” (Slavin, 2012, p.331).

Reflection

             The concept of classroom management means a lot to me.  The reason being, having tight classroom management can change the whole environment of your classroom.  When students are well behaved and understand the expectations that you as the teacher has for them, then they will be more likely to hold those same expectations to themselves when dealing with their learning and want to succeed.  I feel like in addition, the way you handle the students and the way the students reciprocate back shows the respect that everyone has for one another.  When the students know that you hold them to high expectations they will appreciate you as their teacher more.  In addition, when the teacher feels appreciated by the students the teacher is more likely to go the extra mile for their students.

            Thinking about what I read about classroom management helps me better handle situations with my students as well as handle situations with other teachers.  Through reading I gained some great tips and strategies on how to make the best use of my instruction time without over doing instruction.  Another opportunity to handle a situation is to provide suggestions and ideas to other classroom teachers.  Sometimes there will be a teacher lacking in classroom management, may be a first year teacher or any type of teacher, using the facts learned in this chapter I can help guide with examples and rationales as to why certain strategies work for managing a classroom of students.

            I will use what I read to help me be a better teacher by promoting attendance.  Teaching in a title I school we have a very transient population and student attendance is very inconsistent.  Promoting attendance can help with behavior and as well as having students present in class to learn.  When students are not in class, they are not learning.  The only way for students to make the gains that we want them to make is to have them in the classroom physically and mentally.  Rewarding the students with a motivator will help both of those things occur.  Attendance can be promoted by using punch/sticker cards, earning “letters” to spell a word, or speak with the students to find out a system that they would like to use as a motivator.

            I feel as though there are not any negatives to promoting an effective learning environment.  Most outcomes of proper classroom management will make for student learning and a happy teacher.  Being too strict, or too black and white with classroom management can be an issue though.  Students will not be learning if they are not enjoying the environment that they are in.  There is a fine balance to maintaining classroom order, and controlling classroom order.  Having the students create the classroom rules with you is a way to get students on board and to take ownership of the responsibilities in the classroom.  While it is important to have a classroom run smoothly, as educators we need to be aware of the fact that we are working with children and they are still learning real world lessons.  Our job is not just teaching them the curriculum, but also teaching them the appropriate ways to act and maintain in life.  Scolding them constantly does not help them learn, we need to make sure it’s a lesson not always just a punishment.

References

Gathercoal, F. (2001). Judicious discipline (5^th ed.). San Fransico: Caddo Gap Press.

Kagan, S., Kyle, P., & Scott, S. (2004). Win-win discipline. San Clemente, CA: Kagan Publishing.

Kyle, P., & Rogien, L. (2004). Opportunities and option in classroom management. Boston: Pearson.

Slavin, R. E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA: Pearson Education.