Module 6, Unit 2, Activity 4

 Marc Finks

Module 6, Unit 2, Activity 4

Monitoring Student Performance

Having high expectations for students is an essential component that all teachers need to consider from the very first day of class. In our school, our students have a lot of online homework, and while all teachers mention it the first day, not every teacher actually places much emphasis on it, nor do they check it for completion regularly during the school year. As a result, in many classes, the homework completion rate is around 40%. I have found, though, that when I talk about the importance of doing online homework and how it can benefit them, and then I make a big deal about checking the homework at the beginning of each class and talking to students about why they were unable to compete the homework, my homework completion rate for the term usually ends up being around 95%, and that the students actually help one another to complete it.

I don’t think most teachers realize how much they can affect their students’ perspective on learning and schoolwork. If teachers are positive about it and constantly convey their expectations to their students, while effectively using praise to bolster students’ confidence and effort, then the students will respond accordingly. However, if teachers are a bit more lackadaisical about talking to the students about their goals and how they can get there, then the students soon find class to be pointless and just start going through the motions.

Besides schoolwork, this is also true regarding student behavior. I am very firm about how my students must treat one another. They must be respectful, they can’t bully, they can’t hit…All of the things that I just assume should or should not happen in a classroom. But I’ve had students (or I’ve spoken to former students) who have had other teachers, and I can tell that they are often surprised by the extreme differences in what we allow to happen in our classrooms. But, personally, I believe that besides giving the students knowledge, teachers are also partially responsible for raising good people, and since students spend so much of their time in school, it is there where they should learn what type of behavior is considered proper and improper.

For students who do struggle academically, Response to Intervention, or RTI, is necessary so that we can identify early and support them in whatever way we can in order to help them progress and not fall irrevocably behind. The process for RTI is ongoing and should begin on the first day of class. Teachers need to always be aware of how their students are doing, and they need to learn to identify the ones who are struggling. When teachers do find students who seem to be having difficulty, it’s important for the teacher to differentiate instruction and see if this is enough to help the student keep up with the rest of the class. If it is not, then further steps need to be taken. Besides using tiered instruction, parental involvement it key. Teachers must contact the parents and explain what is happening, explain the plan, and then try to get the parents to work with them so that the child gets help at home as well.

References:

Borich, Gary D. (2011). Observation Skills for Effective Teaching. Boston, MA: Pearson Education. Inc.

The Power of High Expectations. (n.d.).  Retrieved July 29, 2014, from http://teachingasleadership.org/ sites/default/files/Related-Readings/Diversity_CommunityandAchievement_Chapter2.pdf