...In the present age, let the students evaluate their teachers has been widely used in the education sector. The students can judge their teachers whether are good or not. Even when the students are not satisfied with their teachers, they can vote to change the teachers. But, whether the students should evaluate their teachers has sparked spirited debate. Some people assert that students should evaluate their teachers, while many others argue that students should not do that. Then this easy will discuss both opinions in this debate. People who think the students should evaluate their teachers argue that asking the students to evaluate their teachers can benefit for both the teachers and students, there are several benefits for the teachers. Firstly, the evaluation can contribute to helping them improve themselves in their teaching. Through the students’ evaluation, the teachers can recognize the weakness and strength in their working. Research indicates that students are the most qualified sources to report on the extent to which the learning experience was productive, information, satisfying or worthwhile (Theall and Franklin, 2001). Therefore, the evaluation from the students plays an critical role in improving the teachers’ effectiveness. Moreover, the students rating of particular teachers and subjects can be used by other students to select courses and teachers, and can increase the chance that excellence in teaching will be identified and rewarded (Aleamoni, 1981). Sometimes...
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...ld students be allowed to grade their teachers? Teachers and students both are the main part of the school. School doesn’t work the either ways. Teachers make us study and improve, while we implement it. Teachers grade us on our basic skills as well as the way we study and improve. But what if the teacher is not capable enough to do so? We should get a chance to grade them too. Almost all schools doesn’t encourage this kind of grading, or maybe none does. According to me this type of grading should be taken into account. Teachers should be graded on their teaching skill, behaviour in class and the interaction level with the students. What if the teacher is very strict and over rules the children or a single child? The child has to remain quiet and keep on facing it, as he doesn’t have any right to oppose him or make him realise, that what he/she is doing is wrong. The grading of the teachers would help the school to understand the children’s problem. If the teacher is not making the students study up to the mark, they have no options other than implementing by self. This kind of problems arise in all the schools but no schools try to solve it or make a better way. If all the schools would help the students this way, the students would love learning as well as will like to interact with the teachers. All the grades given to the teachers should be taken into account and should be checked by the higher authorities. If this happen then all schools would have students who would...
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...the high quality of education, students should be encouraged to evaluate and criticise their teachers' performance while others claim that this activity is conducive to the disappearance of respect and discipline in classroom. I partly agree with the former idea for the following reasons. To begin with, students know their teacher better in the domain of teaching effect than any other people, such as headteachers, supervisors of the government. If we can compare the teaching service as a kind of commodity, say clothes, the people who know the quality of this commodity best must be the people who use it, say patrons. Students are the patrons of the educational service and have the right to evaluate its quality. Additionally, if students have the chance to evaluate their teachers, the attitude of teachers will change significantly. In the past, local newspaper often reported that students were physically punished by their teachers, only because they did not finish their homework. When students have the privilege to express their opinion of their teachers, the situation will change. Consequently, in order to get a reasonable score, teachers will pay more attention to their students' need. For example, a teacher may spend their off-campus time helping students resolve academic questions. What is more, under the pressure of evaluation, teachers will try their best to improve the quality of teaching. For instance, there are many old-fashioned teachers in our education system today...
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...Nine year old Gianna is in fourth grade, and took her first standardized test last year. Gianna is a marvelous student and does well in school; however, when it came to the test she did not do well. The whole time she was stressed out, and had no idea what she was doing because she could not focus. Her teacher spent so much class time trying to teach the class about the test that she did not get to learn much about the other subjects. For example, Gianna loves social studies, but her teacher mostly focused on math and language arts. Standardized tests is a form of test that requires all students to answer the same questions, or questions that are similar to each other. Standardized tests have gotten worse throughout the years because they have...
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...presented to students who share similar needs at a particular point in time. Guided writing provides an important context for teachers' in-the-moment assessment and immediate instructional scaffolding of students' construction of their own individual text" Gibson (2008). In other words, Guided Writing means working with small groups of students with similar needs in writing development. Teachers can use this time to help them see where the students are and how to help students progress. How does Guided Writing Work? Several steps make up a Guided Writing lesson: a brief shared experience, discussion of targeted...
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...Directing Instructional Goals Since the primary purpose of schooling is learning, then deciding what should be taught, how much of it should be taught, and how it should be organized for teaching are the paramount goals for effective instructional leader. Thus, according to McEwan (1998), it is the ultimate responsibility of the instructional leader to guide the development and implementation of instructional goals or the broad general outcomes that define what students should know and be able to do when they exit the school. In her authoritative work on instructional leadership, she proposes guidelines in directing instructional leadership in school. First, the leader must involve teachers in developing and implementing instructional goals and objectives. Teachers may be encouraged to identify significant, meaningful data to be compiled for the school portfolio; interpret the data, request more data, and identify areas of concern; focus areas of concern on a few priorities and developing goals; participate in study groups to further analyze improvement concerns, select indicators of improvement and recommend validated strategies, affirm the completed school improvement plan; participate in staff development to learn the use of new strategies and assessments; and discuss evidence of progress with implementation and goal attainment (Holcomb, 1999). Second, the school leader must incorporate the designated government and/or system curricula in the development...
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...responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle Role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such a way that all students are encouraged to enter into a wider debate surrounding the topic they have chosen. To ensure sessions’ aims and objectives are meaningful and applicable to students the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within a group and considering learner’s motivations and previous experiences helps identify various teaching methods that could be useful throughout the program. Sessions incorporating visual, auditory and kinaesthetic learning styles ensures students have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective. I teach holistic health and wellbeing classes where motivations and previous experience constantly change as better health is experienced. My role is to create a safe learning environment to establish open and trusting relationships. Recording changes by completing relevant admin ensures records are up to date in order to evaluate changes to forthcoming aims and objectives. The main responsibility of the teacher is to continually reassess development...
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...For many, assessments mean test. Students and parents view these assessments as a way to out-do their classmates and compete to see who is able to get the highest grade. They don’t view these assessments as a way to know if they understand the things being taught. Assessments are created to serve a purpose. They help diagnose learning disabilities, identify a student in need, and help the district meet their yearly goals Technology to Facilitate Ongoing Efforts to Assess Student Learning Teachers are able to use technology in many different ways. Teachers us observation, making adjustments when needed in a lesson, communication, written assignments, and giving tests to help each student know their strengths, and weaknesses. To make sure no child is left behind a teacher needs to evaluate the child’s daily, monthly, and quarterly progress. This will help the teacher understand what is each child still needs help on. By modifying the curriculum for some of the children this will help each one individually. Students should have the opportunity to use assessments in their class to help understand all the tasks that are being assigned during. The software being used can include many things. Including presentation, keyboarding software, presentation software, curriculum software, keyboarding software, as well as classroom management tools. Teachers need to help encourage the different learning styles by using these using these tools. The teacher will have the opportunity to change...
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...American schools have drastically changed since the implementation of No Child Left Behind. Since its adoption in 2002, the law has been revised several times. The goal of NCLB is to close the achievement gap and improve education by holding administrators and teachers accountable for student learning and performance. The legislation requires state developed tests, with predetermined proficiency standards, in core subject areas (Solomon, 2009). NCLB also calls for improving teacher quality. In the past years, states have focused on revising teacher evaluation policies in order to achieve the goal of highly qualified teachers in every classroom (Hazi & Rucinski, 2009). NCLB aims to improve education by placing highly qualified teachers in every...
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...promoting student academic achievement. The goal for any educational institution is to constantly strive for student growth and development. This is only done when educators can provide instructional rigor. In other words, administrators and specialists need to ensure that the teachers at their campuses are generating a suitable environment where all learners are internalizing key concepts at high levels. In addition, students should be able to apply these concepts to demonstrate...
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...In it’s purest and simplest definition, academic performance monitoring encompasses any strategy a teacher uses to assess their students’ current level of understanding. Monitoring strategies can be used before, during, and after a lesson not only to provide feedback to the teacher but also to bring students to a higher level of concept mastery. Assessments are one strategy that are most commonly used at the end of a chapter or unit. However they can also be used at the before a unit to see if students have any prior knowledge about a topic. It is crucial that a teacher knows that objective ability that they are testing for, it could even be helpful to write a test based on the curriculum before planning the unit that way the learning objective for each lesson will correspond with concepts they will need to know for the test. This is not to say that you should teach directly to the questions test but to an ability or concept that both the lessons and the test address. For example, if a Biology teacher were to teach a unit on how predator-prey interactions create healthier populations of both predator and prey the example given in class could be of elk and wolves, whereas the question on the test may go like this, “From your understanding of predator-prey interactions explain why hunting is beneficial for both deer and human populations.” Assessments written in this manner will give you better evidence of concept attainment. Another monitoring strategy is often the most practical...
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...Introduction A. Social Problem Education plays an important role in the way a particular country progresses. The US has always strived for high education standards; however, recent statistics point out that the country has competitively fallen behind when compared to other developed countries. For this reason, education has played an important role in the US agenda for many years. In January 8th, 2002, the US Congress passed a law called “No Child Left Behind Act” (NCLB), which expanded the role of federal government in education. This law strongly emphasizes the implementation of standardized tests in public schools to measure the progress of students as well as to hold teachers and schools accountable for students’ progress. A social problem that the NCLB is trying to fix is the fact that the quality of education in US’ public schools has decreased during the last years. Alarming statistics have shown that the country’s education system is not as internationally competitive as it used to be. For example, according to a report issued by the Council on Foreign Relations, the United States has slipped ten spots in high school and college graduation rates in the past three decades (CFR). Poor education affects the entire country because of the close relation that progress has with having a skillful workforce. Furthermore, other social problems, such as poverty and crime, are indirectly related to inferior education. An extensive body of research has found that people with...
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...been introduced, for first teaching from September 2008. Some of the changes include: • The introduction of stretch and challenge (including the new A* grade at A2) – to ensure that every young person has the opportunity to reach their full potential • The reduction or removal of coursework components for many qualifications – to lessen the volume of marking for teachers • A reduction in the number of units for many qualifications – to lessen the amount of assessment for learners • Amendments to the content of specifications – to ensure that content is up-to-date and relevant. OCR has produced an overview document, which summarises the changes to Psychology. This can be found at www.ocr.org.uk, along with the new specification. In order to help you plan effectively for the implementation of the new specification we have produced this Scheme of Work and Sample Lesson Plans for Psychology. These Support Materials are designed for guidance only and play a secondary role to the Specification. Our Ethos All our Support Materials were produced ‘by teachers for teachers’ in order to capture real life current teaching practices and they are based around OCR’s revised specifications. The aim...
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...competitiveness/competency of the students is also declining. According to the result of the Programme for International Student Assessment (PISA) in 2012, which is a worldwide study that compares the math, reading and science skills of secondary school students, Malaysia is not only trailing behind the high income East Asian countries but also low income countries such as Vietnam. Another similar study which is the Trends in Inter-national Mathematics and Science Study (TIMSS) also showed that Malaysia’s result is below the international average and underperforming since 2007. Identifying the root causes is imperative in order to bring the standard of Malaysia’s education system back to the benchmark and towards achieving a high performing education system. Students’ mindset plays a significant role in learning as it influences their learning styles, motivation and performance. The mindset of Malaysian high school students is a prevalent issue and has impeded their learning in many ways. Being part of the Asian countries, it is inevitable that Malaysian students’ mindset will be shaped by Asian cultures which incline to spoon-feeding, passive and rote learning. The current mindset about learning, teaching, and education is dominated by a view in which teaching is often fitted “into a mold in which a single, presumably omniscient teacher explicitly tells or shows presumably unknowing learners something they presumably know nothing about” (Bruner, 1996). This reflects the teacher-centred learning...
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...Assessment is process teachers use to evaluate their students before, during and after learning with an aim of finding out what they know prior to learning and what they have learnt after the learning process. There different types of assessments each with its role. The pre-assessment is a type of assessment done by the teacher before learning begins to evaluate what the students know. It’s done to find out the skills and strengths and prior knowledge that students have before learning. The formative assessment is a type of assessment done during learning to ensure that the students master the concepts being taught in class. It helps the teacher identify the students that need additional help before a unit is completed. The teacher can give questions or assign students to groups and identify the weak students. The summative pre-assessment is done after learning. A teacher uses it to identify what the student has learnt and how effective the learning process (Chapman & Gregory, 2007). Teachers need to ensure students access their education needs equally irrespective of their diversities. This requires them to understand and appreciate the different cultures of the students and develop an assessment that will ensure effective and equitable educational experience for everyone. In order to develop an efficient assessment, the teacher needs first to research on the diverse cultures and ways in which they could influence assessment. Then understand the students’ strength in language...
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