Many factors affect students performance. But what about the teachers? Do they have any effect on how well their student does in class? It's hard to tell, but some things can be done to help with this problem.
Some of these steps include: creating a positive environment for your students, setting up classroom expectations and procedures for both you and your students, being consistent with grading policies, providing clear instructions on assignments ahead of time, so they know what is expected from them. These all contribute to improving student performance.
Have you ever wondered how teachers affect students performance? In this blog post, we will explore the different ways that a teacher can influence student's success. With many factors affecting each individual's learning potential, it is important to understand what those are and how they play into one another.
The first thing I would like to talk about is teacher quality. This includes everything from their knowledge of the subject matter to their teaching strategy and management skills. On top of all these aspects, there also needs to be a good relationship between the student and the teacher for them both to succeed in a classroom setting. It has been shown time and time again that there is an overall positive correlation with higher test scores for students who have a good rapport with their teachers.
Understand Your Impact On Student Learning Growth
Considerations for understanding teaching impact.
Evaluating the impact of your teaching is about measuring the growth in your students by comparing where they were at an earlier time with where they are now.
As a teacher, you are determining what this growth means for each student. To do this, you can draw on the evidence you have mapped to curriculum achievement standards, as well as knowledge of your students.
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.
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.
Age or year-level expected growth, which focuses on a student's years of schooling.
At the level of schools and systems, this kind of growth can help identify priority cohorts that may need intensive support to reach minimum achievement standards.
It might not account well for the diversity of students, such as those with disabilities, learning difficulties, or interrupted schooling.
Growth in relation to targets and/or learning goals can be set in different ways and by different people.
A powerful motivator for your students is for you to work in partnership with them to set goals informed by curriculum achievement standards. It can drive their learning when the goals set are achievable but challenging, and you support them to reflect on and evaluate their own progress.
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?
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
Everyone receives an education in school, but all the students cannot be attributed as good students. The students are seen by the teachers as well as other staff members on the basis of different aspects. In general, a good student is someone who respects everyone, follows the rules and is eager to learn. In order to succeed in life, an individual must be a good student.
A good student may not be a topper with a high IQ level. On the contrary, a good student is the one who is endowed with abundant positive personality traits and essential skills.
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?
Learning is a continuous process for every one of us. In a perfect world, we all learn something new every day. So while we see formal education as a necessity to learning, there will always be various ways to learn. Teaching is just a more formal approach to giving lessons with learning as the end result.
Different Learning Styles
Through the formal approach to learning, students gain knowledge through systematic lessons, curriculum and courses. We may say that this approach is passive since students have to go through the same processes altogether. While this is true, there are various learning styles that students feel more comfortable with. These learning styles are listed below.
Different Teaching Approach
There’s a Chinese proverb: “A thousand teachers, a thousand approach.” This proverb resonates with the truth, as every teacher is unique, their methods and approach to teaching will vary even a little bit. However, the most common approach to teaching includes teacher-centred and learner-centred.
The learner-centred approach see the teacher as the only reliable and sole source of information, in a sense, this approach is dominated by the teacher. The learner-centred approach is a little more lax in terms of where the information comes from. In this approach, the learners have also seen a reliable source of information. There are other approaches to teaching, and the disciplines of these approaches vary.
What’s the Difference between Learning and Teaching?
Differentiating learning and teaching is very easy. In direct definition, teaching is giving lessons about a particular subject to a group of learners. While learning is gaining knowledge by studying, being taught and experiencing. Many will assume that teaching is more important than learning, the truth is, learning is more important because it’s the end goal of teaching. Students can learn without teachers, but teachers can’t teach without learners.
Factors Have Greatest Impact On Student Achievement
Last week we provided an orientation program for over 200 teachers who are new to our district. This was a collaborative effort that drew upon the talents and financial resources of teachers, administrators, Florida Gulf Coast University, the Collier County Education Association, the Education Foundation of Collier County and a number of local businesses.
During this program, Cherise Brummer, the assistant principal at Everglades City schools, assisted me with a presentation on the most important factors that influence student achievement and development. This presentation was modeled after one that Superintendent Dennis L. Thompson delivered in August 2008.
The following is a summary of the presentation that we shared with our new teachers.
Robert J. Marzano, Harry K. Wong and the research team of Margaret C. Wang, Geneva D. Haertel and Herbert J. Walberg have all written extensively on this subject. Research has shown that the top four factors that impact student achievement are: classroom management, teaching for learning, home and parent involvement, and believing that all students can learn.
Most things in life are pretty simple, but they are usually not easy. For example, if you want to lose weight, you have to eat less and exercise more. However, if you want students to learn, all you have to do is implement the four factors of student achievement.
Learning cannot take place in a chaotic environment. Harry Wong has said, 'The most common mistake that teachers make is not doing classroom management. Instead, they teach lessons, and if something goes wrong, they discipline.'
In order to prevent this from happening, 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.
The second factor is ensuring that teachers know how to implement research-based instructional strategies. For example, if a teacher writes the objective on the board, the students are more likely to remember what they are supposed to be learning.
Traci Dami, director of staff development, presented a workshop to our new teachers on strategies for using Bloom's Taxonomy to help students develop their higher-order thinking skills.
For example, instead of asking students to complete a worksheet with 30 addition problems involving fractions, teachers might ask students to create their own word problems involving fractions and then evaluate which word problems were the most challenging to solve.
Research has shown that learning is more likely to occur when presented in a fun and engaging manner. This is probably why 'Sesame Street'' has been such a successful program for over 40 years. The producers of that show know how to make learning fun.
The third factor is home and parental involvement. Some parents have shared that they do not have the time or the expertise to help their students complete their homework assignments. You do not need to be an expert in algebra to help your child succeed in school.
The three things that a parent can do to help a child experience success in school are to ensure that the child gets an adequate amount of sleep, arrives to school on time and understands that he/she should treat others with respect. If parents can ensure that these three things happen, the teachers can take care of everything else.
The fourth factor is the belief that all students can learn. Teachers and parents must believe that all students can learn. If we believe this, then if a student does not experience success, we must ask, 'What can we do differently to help this student experience success?'
This is why Pamela Bruening, district coordinator of response to intervention, shared many strategies that have proven effective in helping students experience greater academic success. For example, suppose 80 percent of the students in a classroom passed a test.
In that case, it is the teacher's responsibility to determine which instructional strategies should be implemented with the 20 percent of the students who did not experience success on the test.
If parents help students to arrive to school on time with a positive learning attitude, and if teachers create fun, engaging lessons that include effective instructional strategies, all of our students will experience success this year.
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.