Table of Contents Chapter 3. Immediate Instructional Adjustments Based on Assessed Performance In the immediate instructional adjustment application of formative assessment, teachers gather assessment evidence, analyze that evidence, and change their teaching tactics if a change is warranted right then, within the same class session. The focus here, in Chapter 3, will be immediate adjustments based on data gathered via fairly conventional kinds of classroom assessments. Implementation Considerations It is difficult to argue with the instructional virtues of immediacy; any sort of self-correcting system is certain to work better if along-the-way corrections are made as quickly as possible.
Positive Reinforcement Helps shape the desired behavior. Can be done quickly, efficiently and without much cost or planning. Can provide useful feedback for self-improvement. If in the form of praise, essentially extrinsic.
Begins working fairly quickly. Can be very manipulative.
Can make students dependent on an external evaluation of their behavior. Can be a tool for favoritism and bias. Competition Can raise the level of interest in the activity. Comparison is motivational to those who aspire to the top.
Comparison can shift focus away from the quality of the effort. Creates winners and losers. Teacher Relationship Can send a message that the student is valuable, accepted and special.
Can help students care about academics. May be the only thing that some students respond to. Takes time and energy. Instructional Design Can promote a context in which students are engaged, self-directed, feeling successful, invested and empowered.
Can create a context where success leads to a love of learning and self-efficacy. Can promote a context where students learn that schoolwork is mostly meaningless and irrelevant to their lives.
Can reinforce the learning process to be an artificial exercise that involves little critical thinking or a sense of purpose. Avoiding Penalties If negative consequences are built into a context of a social contract and clear set of expectations, students learn not only to be responsible but also that there is a clear cause-and-effect relationship between their choices and their opportunities.
If negative consequences take the form of punishments, lectures, threats, or public humiliation and shaming, they learn to avoid the external agent of the penalty but do not learn any meaningful lesson. Helps students clarify their own goals and desires.After a class has expectations in place, the teachers should treat expectations like any other academic subject by developing a plan for teaching the expectations.
This plan could include listing the expectations on the board and transferring students' ideas from the chart to the expectations .
Many publications have pre-written reinforcement surveys that students can fill out or teacher’s can make up your own.
In addition, teachers could ask their . A solid knowledge of developmentally appropriate practice and early literacy education is a must, as well as a willingness to include families and build a caring classroom community. An outstanding teacher sets clear expectations, encourages children to make choices and ask questions, and fosters a love of learning and literature.
Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead Contents Do rules provide information as to how to behave and set the occasion for teacher praise. An example is "Raise your hand for permission to talk." Professionals have realistic expectations for improvement in behavior and know that there are no .
What can be done for a student who is constantly disrupting the class in order to gain the teacher's attention?
1. Give the student a position of responsibility in the classroom and encourage him/her to set a good example for others (e.g., passing out papers).
Kane and Staiger’s () alternative approach that uses estimates teachers could have strong impacts on student achievement, even if these teachers were replaced permanently with just average teachers.
some unsuccessful teachers to receive high. In Research.