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
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