How Do Teachers Affect Students Performance?

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    The performance of students is influenced by a variety of factors. However, what about the faculty members? Are they able to influence their child's performance in the classroom in any way? Although it is difficult to tell, there are a few things that can be done to assist with resolving this issue.

    Creating a positive environment for your students, establishing classroom expectations and procedures for both you and your students, maintaining consistency with grading policies, and providing clear instructions on assignments in advance so that they know what is expected from them are some of these steps. All of these factors help improve the overall performance of the students.

    Have you ever thought about how teachers influence the performance of their students? In this article, we will discuss the various ways in which a teacher can have an impact on the success of their students. Because there are so many things that can influence a person's capacity for learning, it is essential to have a solid understanding of those things and how they interact with one another.

    The first topic that I would like to discuss is the calibre of the instructors. This encompasses everything from their familiarity with the subject matter to the strategies they employ in the classroom and the management skills they possess. In addition to all of these factors, there also needs to be a positive relationship between the student and the teacher in order for either one of them to be successful in a classroom environment. It has been demonstrated time and again that there is an overall positive correlation between students who have a good rapport with their teachers and higher test scores. This correlation has been shown to hold true across a variety of different contexts.

    Understand Your Impact On Student Learning Growth

    Considerations for gaining an understanding of the impact of teaching

    Measure the development of your pupils by contrasting where they were at an earlier point in time with where they are at this present moment in order to determine the effectiveness of your teaching.

    You, as the teacher, are responsible for determining what this progression means for each individual student. You can accomplish this by drawing on the evidence that you have mapped to the achievement standards of the curriculum, as well as the knowledge that your students possess.

    To better understand and evaluate the impact of your teaching you can review with colleagues factors that might be enabling or constraining growth. This also helps school leaders to work out the dimensions of teaching that might need strengthening via professional learning.

    Work Out The Impact Of Your Teaching

    To map student development to curriculum achievement standards from entry to the end of a unit, you can use the following pages:

    • assess knowledge and understanding of your students
    • assess the capabilities and skills of your students
    • assess the attitudes, motivations and dispositions of your students

    These will help you determine learning growth. At this stage, you are working out:

    • if all students have progressed as intended
    • which students have excelled
    • those students who have struggled to make progress.

    Your goal is to understand each student and what they need to progress. This is an opportunity for you to reflect on the progress of your students. It is also a chance to work with colleagues to plan a more personalised approach for particular students.

    Understanding Growth

    To understand how the learning growth of each students, it is important to:

    • draw on your knowledge of these students
    • collaborate with your colleagues.

    While growth in a general sense is welcome, optimal growth is the goal. Optimal growth means growth connected to learning excellence. What this looks like will depend on the student and their context.

    It is important to note that growth can also be understood in a variety of ways. For example:

    Standards-referenced growth, which focuses on a student's years of learning:

    • this growth is in relation to the continuum of learning in the Victorian Curriculum
    • some learning occurs incrementally along a learning continuum, but the rate and pace of learning g is not always fixed, and constant
    • learning can develop in more complex ways through a web of connectedness that is dependent on students developing understandings, capabilities and dispositions in concert with one another. For example, being creative requires developing knowledge of creative proce, creative thinking skills, and being curious, adaptable, and persistent.

    The age- or year-level expected growth method focuses on the amount of time a student has spent in school.

    At the level of schools and systems, this kind of growth can help identify priority cohorts that may need intensive support in order to reach minimum achievement standards. This support can come in the form of additional resources or additional instruction.

    It is possible that it does not take into account the diversity of students, including those with disabilities, learning difficulties, or who have taken time off from their education.

    One's progression in relation to targets and/or learning goals can be planned in a variety of different ways and by a variety of different individuals.

    You can be a powerful motivator for your students by working together with them in a partnership to establish goals that are informed by the achievement standards of the curriculum. When the goals that are set for them are attainable but challenging, and when you support them in reflecting on and evaluating their own progress, it can be a powerful learning tool for them.

    For Team Dialogue

    • How do we currently understand 'growth' in our context? To what extent do we have a shared understanding?
    • What might 'optimal growth' look like for our students?

    Now What 

    After you have determined and understood your students’ growth, you are in a position to assess the impact of your teaching and consider how well you have enabled your students to progress. This can give you the chance to learn what is contributing to learning and what might need to change and improve. Areas of teaching practice that could be affecting student learning and development include:

    • learning design
    • learning approaches
    • assessment design
    • becoming a learning community.

    Qualities Of A Good Student

    In school, everyone receives an education, but that does not mean that all of the students can be considered to be good students. Different members of the staff, including the teachers, form their impressions of the students based on a variety of characteristics. A person who is eager to learn, respects others, and acts in accordance with the established norms is considered to be a good student. Someone needs to put in the effort to be a good student if they want to be successful in life.

    Even someone with a high IQ might not be the best student in the class. On the other hand, a successful student is one who possesses a plentiful supply of beneficial qualities of personality as well as fundamental abilities.

    Some of the qualities possessed by good students are:

    • Self-Discipline - Discipline is a must in a student’s life. This quality helps them handle their work, maintain regularity in work, and manage their time well.
    • Diligent - A student should be determined towards studies or any work allotted to him. He should be ready to work hard in order to achieve his laid objectives. This is one quality that keeps the student consistent and eliminates procrastination.
    • Punctual - Time is money, so every student must value time. It is not an easy job to become punctual, but those who get hold of this trait are successful in their lives. Being in the class on time and doing homework and other activities on time helps the students to save their time and invest it into something productive.
    • Courteous - Showing respect to teachers, school staff, seniors, and fellow students is a sign of a good student. In fact, such students turn out as humble and courteous individuals. As a result, they are respected and loved by all.
    • Team Player - A good student is the one who can work in a group, motivate others and yield productive output. Being positive, helpful, cooperative and friendly are all the traits of a good student. Such students become great team players and leaders when they grow up.
    • Confident - This quality is something that portrays that a student is capable of doing things and that he believes in his abilities. Having a distinct voice among the crowd without being hesitant is a sign of a good student and a future leader.
    • Responsible - Being responsible is the key quality that a good student must possess. This shows that the student can be bestowed upon with any work, and he will do it without any failure.

    Learning VS Teaching: What’s the Difference?

    Every single one of us is engaged in a never-ending cycle of learning. In an ideal world, each and every one of us would acquire new knowledge on a daily basis. There will always be a variety of approaches to education, despite the fact that we view formal education as an absolute prerequisite for learning. Lessons can be thought of as a less formal approach to teaching, with learning serving as the ultimate goal of both.


    Different Learning Styles

    Students increase their knowledge through structured learning experiences such as lessons, curricula, and courses when they take the formal approach to education. Because all of the students will go through the same processes, we could say that this approach is passive. Despite the fact that this is the case, there are a variety of instructional approaches that students find more natural. The following is a list of different learning styles.

    Different Teaching Approach

    There is an old saying in China that goes, "A thousand teachers, a thousand approaches." This adage rings true because every educator is different; consequently, the strategies and methods that they employ in the classroom will differ, even if only slightly. Nevertheless, the teacher-centered and learner-centered approaches are the two that are used most frequently in classrooms today.

    Because the learner-centered approach views the instructor as the one and only credible and authoritative source of information, one could say that this method is predicated on the presence of the instructor. When it comes to determining the origin of the information, the learner-centered approach is a little bit more flexible. Learners who take advantage of this strategy will also have the opportunity to examine a reputable source of information. There are a variety of instructional methods available, each of which emphasises a different set of pedagogical principles.

    What’s the Difference between Learning and Teaching?

    It is very simple to differentiate between learning and teaching. Teaching can be understood as the act of imparting information to students in the form of lectures or classes on a specific topic. Learning is the process of acquiring knowledge through studying, being taught, and experiencing new things. Many people have the misconception that teaching is more significant than learning; however, the reality is that learning is more significant than teaching because it is the end goal of teaching. Students can acquire knowledge even in the absence of instructors, but instructors are unable to impart knowledge without students.

    Factors Have Greatest Impact On Student Achievement

    We welcomed over 200 new teachers to our district last week, and as part of their onboarding, we held an orientation programme for them. This was a group effort that utilised the skills and resources of a number of individuals and organisations, including local educators and administrators, Florida Gulf Coast University, the Collier County Education Association, the Education Foundation of Collier County, and a selection of local businesses.

    During the course of this programme, Cherise Brummer, who is the assistant principal at the schools in Everglades City, assisted me with a presentation on the most important factors that influence the achievement and development of students. The presentation that was used as a model for this one was the one that Superintendent Dennis L. Thompson gave back in August of 2008.

    This is a synopsis of the presentation that we gave to our new faculty members, and it can be found below.

    Robert J. Marzano, Harry K. Wong, and the research team consisting of Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg have all contributed a significant body of work to the discussion on this topic. According to the findings of numerous studies, the most significant contributors to a student's overall level of academic success are the following: effective management of the classroom; instruction that is geared towards learning; involvement of the student's family; and the conviction that every student is capable of acquiring new knowledge.

    The majority of things in life are fairly straightforward, but the majority of the time they are not simple or easy. For instance, if you want to lose weight, you need to reduce the amount of food you eat and increase the amount of exercise you do. Implementing the four components that contribute to student success is all that is required, however, if you want your students to acquire new knowledge.

    An environment that is too chaotic cannot support learning of any kind. According to Harry Wong, the most typical error made by educators is a lack of attention paid to classroom management. Instead, they provide instruction, and if a mistake is made, they implement disciplinary measures.'

    Carolynne Gischel, an assistant professor at FGCU, shared several strategies with our new teachers on how to establish an orderly and friendly learning environment in their classrooms in the hopes of preventing something like this from occuring.

    The second component is making sure that educators are familiar with and able to use instructional methods that are supported by research. If a teacher, for instance, writes the objective on the board, then the students have a better chance of remembering what it is that they are supposed to be learning.

    The director of staff development at our school, Traci Dami, led a workshop for our newly hired teachers on how to best utilise Bloom's Taxonomy to assist students in the development of their higher-order thinking skills.

    For instance, rather than asking students to complete a worksheet that contains thirty addition problems involving fractions, teachers could ask students to create their own word problems that involve fractions, and then evaluate which word problems were the most difficult to solve.


    According to the findings of numerous studies, the process of learning is facilitated significantly more when it is fun and interesting. It is likely due to this factor that "Sesame Street" has been such a successful programme for the past four decades. The creators of that show understand how to make education entertaining.

    The third factor is the home environment and the involvement of the parents. Some parents have admitted that they do not possess the necessary skills or the necessary amount of spare time to guide their children through the completion of their homework assignments. To assist your child in being successful in school, you do not need to have a strong grasp of algebra.

    The three things that a parent can do to assist their child in achieving success in school are to ensure that the child gets an adequate amount of sleep, that the child arrives at school on time, and that the child comprehends the importance of treating others with respect. If the parents can make certain that these three things take place, then the teachers will be able to focus on the rest of the responsibilities.

    The belief that all students are capable of learning is the fourth component. Both the teachers and the parents of the students need to have faith that their children can learn. If we hold this belief, then when a student does not achieve the desired results, we need to ask ourselves, "What can we do differently to assist this student in achieving the desired results?"

    Pamela Bruening, the district coordinator of response to intervention, recently gave a presentation in which she discussed a variety of strategies that have been demonstrated to be effective in assisting students in achieving greater academic success. For illustration's sake, let's say that eighty percent of the students in a given class passed a test.

    If this is the case, it is the responsibility of the teacher to decide which instructional strategies should be implemented with the twenty percent of the students who did not have success on the test.

    All of our students will achieve their academic goals for the current school year if their parents encourage them to be on time for school with a positive attitude towards learning and if their teachers design engaging and enjoyable lessons that incorporate successful pedagogical techniques.

    Teachers have a very significant, lifelong impact on all of their students. This impact involves not only the teaching of particular academic skills, but as importantly, the fostering of student self-esteem. Reinforcing self-esteem in the classroom is associated with increased motivation and learning.

    But research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, teachers are estimated to have two to three times the effect of any other school factor, including services, facilities, and even leadership.

    Unplanned interactions and observations can provide teachers with clues about who students really are, what they're thinking, and what they need in order to learn. Small comments from students can cause large shifts in my understanding of learners, curriculum, and classroom dynamics.

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