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This document discusses the importance of grades in promoting student achievement. It argues that an overemphasis on grades can encourage a fixed mindset in students and cause them to prioritize scores over learning. The current A-F grading system was not originally designed to motivate students but to standardize communication between schools. The document advocates helping students value the process of learning rather than just outcomes, and emphasizes the role of parent/community involvement in supporting student achievement and motivation.
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Catalyst for Change: Cultivating Family Engagement
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Why did you decide to become a teacher?
My interest in teaching was first sparked when as a young child my father regularly played “school” with me. He let me “teach” him basic math concepts like addition and subtraction well before I formally learned them in school. Later, in the eighth grade, I had the distinct pleasure of having both my language arts and social studies classes taught by Mrs. Bowers. She approached classroom management and assessment in an engaging and inspirational manner. Ultimately, I went into teaching in hopes of sparking a love of learning in students like she did with me.
Where do you find joy in teaching?
I derive my joy from watching students become more comfortable with themselves and each other as mathematicians. They build their confidence in their math abilities by discussing and supporting their thinking process. I love hearing my students participate in mathematical discourse.
It’s sad, but so many of my students start the school year with a defeatist attitude. Somewhere along the way someone sent them the message that they aren’t capable of learning, and therefore it’s not worth the time or effort. The degree to which these students gain confidence varies. At first, many of these students view my encouragement as bothering them, but the joy on their faces when they gain understanding is more than worth their initial discomfort. Unfortunately, not all of my students experience the level of success that I would like them to, but they all experience enough success in our classroom that I see an improvement in their effort and self-efficacy by the end of the year.
How would you describe excellence in teaching?
To me excellence in teaching is like perfection—it isn’t something to be obtained, but to continuously strive for. I strive to engage my students, meet them where they are, and help them rise to where they need to be.
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The document discusses a study on the relationship between student perceptions of teacher support and academic achievement. It first defines teacher support as showing concern for students' well-being and development. The study then hypothesizes that higher levels of perceived teacher support will correlate with better academic performance in students. It reviews literature showing teacher support is important for meeting students' psychological needs for competence, relatedness, and autonomy. When these needs are met, students feel more motivated, engaged, and likely to achieve academic success. The document concludes by suggesting further research on how teacher support impacts student engagement and achievement is warranted.
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Parent.pptxutduyiufiluf;uf;iufiufliufiuf
This document summarizes the key points from a meeting at Moonlight High School on their mission, vision, guiding principles and current status. It discusses that the school's mission is to ensure rigorous learning for all students through engaging instruction and community collaboration focused on student success. The vision is to produce globally competitive learners ready for college and careers. Current status is positive with increased enrollment and quality education, but infrastructure and academic programs could be improved, as well as strengthening communication between school and parents.
Sendolo Diaminah 2014 PA-PAC Questionnaire
Sendolo Diaminah is applying for a position on the Durham Public School Board of Education. In the application, Diaminah emphasizes the importance of engaging all stakeholders, including parents, educators, administrators, students, in decision-making processes. Diaminah believes teacher and administrator evaluations should involve peer review panels and focus on growth over standardized test scores. Diaminah also expresses concerns about the increasing segregation in Durham schools and advocates for equitably allocating resources to improve low-income schools.
Ian haywood the effective teacher-parent relationship
Effective relationships between teachers, students, and parents are important for student success. Teachers must work to build strong relationships with both students and parents to support student learning and development. Teachers must also collaborate with other teachers to share best practices, address challenges, and present a united front for students. Open communication, respect, and trust between all parties involved in a child's education is key.
AAB - LAC.pptx RESKILLING IN COMMUNICATING
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Presentation
- 1. How Important Are Grades In Promoting Student Achievement ? BY: BRIA HARRIS
- 2. • Helping students focus on and value the process of learning. • Without emphasis on learning students will base self-perception of intelligence and worth to grades received, promoting a fixed mindset. • Grades are important, but the value of learning should be prioritized.
- 3. Grades appear to play on students fears of punishments or shame, or their desires to outcompete peers, as opposed to stimulating interest and environment in learning tasks. (Pulfrey el al.,2011)
- 4. •Surprisingly the letter grades most of us take for granted did not gain widespread popularity until the 1040's
- 5. In the history of grading, our current "A-F" grading system was not designed with the primary intent of motivating students. Rather it stemmed from efforts to streamline communication between institutions & diminish the impacts of unreliable education of students from teacher to teacher. (Grant & Green, 2013)
- 6. For many students grades are the main focus and the quality of learning is forgotten about. By making grades the top priority students are forced to turn to cheating, plagiarism and route memory.
- 7. To be truly successful one must do much more than just receive a letter on their report card that indicates how well others though you did. True success is instead defined by personal growth and achievement.
- 8. Having a high grade in class doesn’t reflect having learned the content.
- 9. Research and field work show that parent- school-partnerships improve schools, strengthen families, build community support, and increase student achievement and success.
- 10. RESEARCHERS CITE PARENT FAMILY-COMMUNITY INVOLVEMENT AS A KEY TO ADDRESSING THE SCHOOL, DROP-OUT CRISIS AND NOTE THAT STRONG SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS FOSTER HIGHER EDUCATIONAL ASPIRATIONS AND MORE MOTIVATED STUDENTS.
- 11. One strategy a teacher can use to promote growth is give opportunity to show growth as you move through assignments, and if the students don't meet satisfactory performance provide an alternative rather than record a poor score and moving along. With this strategy I feel that the student will understand that their teacher is working effortlessly in making sure that they learn the content before just pushing them along. In turn I feel that the child will be more accepting to reaching their academic goals.
- 12. WWW.MERCURYNEWS.COM/LEARNING- SHOULDTAKE-PRIMARY-OUR-MANIA-FOR-GOOD- GRADES WWW.NEA.ORG.ASSETS/DOC/PB11- PARENTINVOLVMENT08 WWW.NCIB.NLM.NIH.GOV/PMC/ARTICLES/PMC404/4 95 WWW.ASCD.ORG/PUBLICATIONS/NEWSLETTERS/ED UCATION-UPDATE/MAY12/VOL54/NUM05/FOCUS- ON-LEARNING