What expert teachers do: Enhancing professional knowledge for classroom practice: Routledge. Inside the Black Box: Raising Standards Through Classroom Assessment. The only difference is, my students are the subjects I will always be studying and trying to understand.īlack, P., & Wiliam, D. I want to be the teacher that is always the student. Furthermore, Loughran (2010) emphasizes the point that as teachers, it is vitally important that we are able to reflect on our educational practices in order to respond to a given situation from an alternative perspective ( Loughran, 2012) – a skill that will definitely come in handy the next time we are ever met with another student saying “I can’t”. With this information in mind, we as teachers can adapt and change our approaches in the classroom in order to address the needs of all of our students. Reflector 2 taking forever full#In this situation, the teacher has not only missed the mark on Standard 1.5 (Differentiate teaching to meet the specific learning needs of students across the full range of abilities) of the BOSTES National Professional Standards for Teachers, but also on Standard 5.1 (Assess student learning) ( NSWIT, 2012).īlack and Wiliam (2010) discuss the importance of formative assessment in the classroom ( Black & Wiliam, 2010), which involves gathering information about students learning, while they are learning, in order to better understand their progress in the classroom. The teacher had unknowingly missed an opportunity to learn about how their teaching style and methods affect their students’ understanding, and it is this type of learning that ensures a teacher continues to grow and develop as an effective educator. However, it’s not just the student falling through the cracks who is missing out here. I recognise that what I’m alluding to is no easy feat – trying to ensure that 25 fourteen year-olds understand every little concept in every lesson is a big ask. But what about the few who didn’t? If they get missed during the class and don’t ask for help, chances are that they’re going to fall behind. Sure, most of the class understood the new work. The issue here was that the teacher had not conducted a sufficient assessment for learning for the entire class. Lo and behold, she got the question right, and continued on with the rest of the work. When she got it right, I added the pronumerals back in and asked her to do the same thing. I counteracted her ‘argument’ with a simpler question (see below) that didn’t contain any pronumerals. When I approached one student who hadn’t even bothered to take out her iPad, I was met with the all-too-common phrase – “I can’t”, which I took to mean as “I don’t understand”. I noticed that it did’t take long for a couple of students to switch off and become disengaged from the lesson. The teacher quickly ran through a couple of example questions on the board before setting some questions for the students to complete out of their O-Books (as found on their iPads). The students were learning about algebraic fractions. Recently I sat in on a Year 9 5.2 Maths class. Professional development courses are vital when it comes to staying informed and up-to-date as an educator in a constantly changing world, but this process of continual learning needs to start in the classroom itself. I’m talking about the educator who is always learning, striving to become more informed, and who seeks to understand. When I say this, I’m not talking about that friend we all have who can always get a student discount at the cinemas because they’re constantly enrolling in a new course at university. I honestly believe that the best teachers are the ones who strive to forever be a student. "I wanna be the teacher that is always the student!" #whatkindofteacherdoiwanttobe #ACUEDU_S #edchatĪnd it’s true.
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