Paraphrase in your OWN words. The idea that teachers do things for a reason seems obvious. Yet in pr

Paraphrase in your OWN words.
The idea that teachers do things for a reason seems obvious. Yet in practice, it is difficult to constantly make certain that all students are engaged in activities that lead to important learning outcomes.Teachers very frequently fall into strategies that they themselves would recognize, on reflection, as being time fillers rather than instructionally essential activities. For example, an otherwise outstanding third-grade teacher once assigned seatwork to one of her reading groups. The children were given two sheets of paper with words in squares.Their task was to cut out the squares on one sheet and then paste them onto synonyms on the other.When all the words were pasted correctly, lines on the pasted squares formed an outline of a cat, which the children were then to color. Once the children pasted a few squares, the puzzle became clear, so they could paste the remainder without paying any attention to the words themselves. For almost an hour of precious class time, these children happily cut, pasted, and colorednot high-priority skills for third-graders.The teacher would have said that the objective was for children to learn or practice synonyms, of course; but in fact the activity could not possibly have moved the children forward on that skill. Similarly, many teachers have one child laboriously work a problem on a whiteboard while the rest of the class has nothing important to do. Some secondary teachers spend most of the class period going over homework and classwork and end up doing very little teaching of new content. Again, these may be excellent teachers in other ways, but they sometimes lose sight of what they are trying to achieve and how they are going to achieve it. Intentional teachers are constantly asking themselves what goals they and their students are trying to accomplish. Is each portion of their lesson appropriate to students background knowledge, skills, and needs? Is each activity or assignment clearly related to a valued outcome? Is each instructional minute used wisely and well? An intentional teacher trying to build students synonym skills might have them work in pairs to master a set of synonyms in preparation for individual quizzes. An intentional teacher might have all children work a given problem while one works at the board, so that all can compare answers and strategies together. An intentional teacher might quickly give homework answers for students to check themselves, ask for a show of hands for correct answers, and then review and reteach only those exercises missed by many students to save time for teaching of new content. An intentional teacher uses a wide variety of instructional methods, experiences, assignments, and materials to be sure that children are achieving all sorts of cognitive objectives, from knowledge to application to creativity, and that at the same time children are learning important affective objectives, such as love of learning, respect for others, and personal responsibility. An intentional teacher constantly reflects on his or her practices and outcome.”

"Is this question part of your assignment? We can help"

ORDER NOW