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Denying this flexibility denies the children the right they have to a challenging and ultimately productive education, which consists not only of the material learned but the life-lessons absorbed by the process of learning itself.
Specific tools I would implement to ensure compliance with the legal and ethical requirements of teaching would be a utilization of student-led activities, and at the same time many independent projects. The group work would be structured such that everyone had a chance to be a leader of some sort; to find the way that they work best in and with a group,...
This will also promote interaction among diverse social groups. This latter effect would also be the purpose of the independent projects, which not only would allow each student to adapt the assignment to their own learning style and pace, but also to share something about their lives as a way to expose the class to a diversity of backgrounds. I believe these methods would be effective in meeting the Massachusetts Teacher Standard and, more importantly, in helping an increasingly diverse population of students to…
The most major impacts court rulings have had in the classroom over the past twenty years have all been in the arena of civil rights and civic duties. Brown V. The board of Education occurred in 1954, the first major decision on the road to desegregation. Subsequent rulings have dealt with school prayer, inter-district bussing to achieve racially and economically diverse populations in schools, and the redistribution of funds from districts higher tax earnings to those with greater financial need. All of these decisions have in one way or another dealt with the equality of the learning process, and with the need to maintain a balance in classrooms between individual attention and equal treatment, encouragement, and opportunity for all students.
The rights in regards to students are broadly defined by Massachusetts Teacher Standard D, which states teachers must work to promote achievement in all students, and that students must believe effort is key to achievement. I believe this means that children need to be given the opportunity to work at their level, but encouraged to keep up with the class, regardless of racial or socio-economic issues. This is just as important for children who are brighter than average; if they are not challenged, both they and others will see that effort is not always key to success; expectations need room for manipulation on a case-by-case basis. Denying this flexibility denies the children the right they have to a challenging and ultimately productive education, which consists not only of the material learned but the life-lessons absorbed by the process of learning itself.
Specific tools I would implement to ensure compliance with the legal and ethical requirements of teaching would be a utilization of student-led activities, and at the same time many independent projects. The group work would be structured such that everyone had a chance to be a leader of some sort; to find the way that they work best in and with a group, and to learn the responsibility of having others to work with. This will also promote interaction among diverse social groups. This latter effect would also be the purpose of the independent projects, which not only would allow each student to adapt the assignment to their own learning style and pace, but also to share something about their lives as a way to expose the class to a diversity of backgrounds. I believe these methods would be effective in meeting the Massachusetts Teacher Standard and, more importantly, in helping an increasingly diverse population of students to learn.
They computed a variety of measures to determine whether there was in fact a narrowing of a gap between teacher qualifications across wealthier and poorer schools and found that there was. This narrowing -- indicative of changes in hiring practices and policies as a result in NCLB, was positively correlated with improved test scores in those districts with higher poverty populations. The researcher felt there was some possibility, as indicated
Cormier in six weeks' time to note changes in Ms. Cormier's approach to discipline and any positive results with students. At that time, they will conference about Ms. Cormier's progress and further plans for improvement. Section V: Summary Ms. Cormier was nervous about being observed. At the end of the lesson, she seemed near tears and confessed that she believed the lesson had not gone well at all. The supervisor assured
Standards and School Reform While standardized testing has been in use in U.S. education for decades, until recently, it was most often used for special purposes, such as college entrance: the SATs, and the GREs for graduate school and so on. IQ testing had been part of the educational landscape, also. However, it was only after 1983's government-backed report that found American children at educational risk that standards became the main
" (2003) Furthermore, it is related that the study of Valencia, Valenquela, Sloan and Foley (2001) suggest that "inferior schools are the cause of historically minority student failure, and in promoting accountability, proponents are treating the symptom of school failure rather than the cause." (Flores and Clark, 2003) it is additionally stated in the work of Flores and Clark (2003) that "current literature abounds with evidence that the Texas' state-mandated test
Pedagogic Model for Teaching of Technology to Special Education Students Almost thirty years ago, the American federal government passed an act mandating the availability of a free and appropriate public education for all handicapped children. In 1990, this act was updated and reformed as the Individuals with Disabilities Education Act, which itself was reformed in 1997. At each step, the goal was to make education more equitable and more accessible to
Thus, efforts aimed at helping teachers to avoid harmful stereotyping of students often begin with activities designed to raise teachers' awareness of their unconscious biases." (1989) Cotton goes on the relate that there are specific ways in which differential expectations are communicated to students according to the work of: "Brookover, et al. (1982); Brophy (1983); Brophy and Evertson (1976); Brophy and Good (1970); Cooper and Good (1983); Cooper and