The teacher or professor plays the role of the leader/monarch, while the students are the citizens.

The
citizens are suposed to follow the rules and laws of the society (class) that the leaders (teachers) set.

In every classroom, there are different kinds of people: Those who work hard, those who play hard,
those who do both, those who do neither. In society, you also get these kinds of people. There will also
probably be little cliques, in this case, representative of small groups in society.

Then there are the high class, those who fly past everything without hitches, the middle class who get
by, and the lower class who are really struggling to keep up with the coursework. The teacher may offer
remedial sessions, which can be compared to any welfare packages that the government decides to
hand out.
Feedback on Student Work
What Types of Feedback Might Teachers Provide?
Aug 20, 2009 Tom Wolsey

Student Teacher - peiqianlong
Teachers commonly provide feedback to students on their work. However, if they are aware of
the types of feedback they can improve its quality.

Feedback is communication intended to improve overall performance. Feedback is expected in
school, in business, and in other life pursuits. Teachers use feedback as a means of improving
student learning. Formative assessment has been characterized as a type of feedback. Irons
(2008) notes that formative assessment is non-graded communication, while feedback is any type
of comment from another individual which might result in learning (whether the information is
graded or not).
Types of Feedback
Whatever the task, students benefit from critical appraisal provided by others. The others can
include peers or students and teachers. Teachers are most often thought of as sources of
feedback; however, a students peers can also be excellent sources of feedback. A framework for
thinking about the types of feedback can be helpful. Even though some types of feedback are
intended to correct mistakes, not all feedback notes only errors.
Feedback as Affirmation
Students are often novices at learning subjects and processes. Because they are not experts, they
often believe they have completed a task correctly or executed a process efficiently. However,
students may not be sure that their work is done correctly or efficiently; thus, feedback that
affirms the quality of student work is more beneficial than a teacher might at first realize. Picture
a student who has just written a bit of dialog as part of a short story but is unsure of the
placement of the comma between the attribution and the quote. If the student did punctuate the
dialog correctly, an affirmation is in order.
Ads by Google
Reducing HR admin work Reviewing staff skill, motivation, performance should be quick &
easy www.webropol.com
Need English Teachers Well-paid, safe & fun working place Join our team in Vietnam. Submit
CV www.Cleverlearn.edu.vn/VietNam
Feedback That Clarifies
Because students usually attempt to learn content their teachers believe is important, they make
continual efforts at precision. However, they are not always aware of the attributes of the concept
they are attempting to master. Feedback that clarifies can help students to be more precise and to
learn the important characteristics of a concept. Imagine a student who is trying to understand
figurative language and knows that fog and cat feet in Sandburgs famous poem is a metaphor.
The teacher can clarify what the student already knows by identifying the poem as an extended
metaphor.
Teachers can reinforce specific behaviors by noticing the behavior or product and naming it
(Johnston, 2004). For example, a student may have correctly applied the Pythagorean theorem to
determine the height of an object but may not remember the name of the principle involved. The
teacher, an expert, might notice the use of the principle and name it in a comment to the student.
As a result, the student learns the principle, may be able to use it in other circumstances, and
acquires a name for the principle, as well.
Feedback as Observations, Questions, Explorations
Sometimes, a teachers role is to simply observe and note the behavior or process. If a student in
a food science or home economics class chooses to use kosher salt instead of table salt and the
choice makes a difference in the preparation of the food, the teacher may simply note the
difference. It is then up to the student to determine if the choice is an effective one or not.
Questions can be an effective form of feedback, particularly when the teacher wants the student
to think about the attributes of the concept. A teacher might ask, Why did you choose to use the
word enrich instead of enhance in this part of your essay? Questions can help students
think in new and deeper ways or point students toward a concept that may not have occurred to
them previously.
Read on
Purposes for Feedback on Student Work
Classroom Assessment and Learning Evaluation
Learning from Student Teacher Evaluations
Some types of tasks call for students explore a variety of options, some or all of which could
result in possible correct or acceptable outcomes. Feedback that offers new possibilities for the
student to explore can expand the students thinking and accelerate learning. In some cases,
students competently reproduce the process or product exactly as it was presented. In these
instances, the teacher may prod the student to go beyond what has been learned by inviting
further exploration. A student who understands the three branches of the Federal government in
the United States may be prompted to compare that with the origins of the Magna Carta in
Britain.
Correction is Easiest Type of Feedback
Perhaps the easiest type of feedback is the correction. In most cases, a capital letter belongs at
the beginning of a sentence, and students who forget to capitalize the initial letter should be
corrected. However, corrections are often not as straightforward as one might assume. A
common misconception among students and sometimes teachers is that mass and volume are
synonymous. A student who mistakes the two concepts is in need of correction; however, a
student who realizes there is a difference but cannot explain the difference is in need of
clarification.
By realizing that the form of feedback differs and applying the correct form given the learning
context, teachers can improve student performance. Increasingly precise feedback and feedback
that invites creative and explorative thinking may awaken the intrinsic desire to learn teachers
hope for their students.


Read more at Suite101: Feedback on Student Work: What Types of Feedback Might Teachers
Provide? http://www.suite101.com/content/feedback-on-student-work-a141194#ixzz11I7Dd9kx


How important are dialogue and substantive
conversation in the classroom in terms of
students learning?
Theoretically, they're very important because they enable the teacher to see if the students are capable
of analyzing and synthesizing material. The reality of the situation (that I've learned over 25 years of
secondary classroom experience) is that it can become a vehicle for students to avoid more classwork.
High school students love to discuss. We discuss literature ad nauseum, but I have to know when it's
time to stop the conversation and move on. Many students just want to be heard, so kids will start
repeating what someone else has said just so they can get class participation recognition. They realize
that if they don't keep the conversation going, we might actually (can you imagine this!) get back to
doing some work! One of the downsides is that some kids will use this time to take a mental vacation.
While everyone else is contributing to the dialogue, someone will shut down. You could try all you want
to draw the student into the conversation, but if he's unwilling it becomes a distraction and ruins the
flow of the dialogue. Yes, dialogue is important, but the teacher has to control the amount of time
dedicated to it so that it doesn't turn into an escape.

What learning benefits could the teachers
and students draw from intentional
classroom dialogue?
If it is conducted well, participants might gain an appreciation for another point of view. Minds, like
parachutes, work best when they are open.

Hiram Percy Maxim, founder of the American Radio Relay League and prime mover in the creation of
the International Amateur Radio Union got involved in amateur radio believing that it gave people the
chance to talk with other people around the world and could lead to better understanding through
communication.

All of us are born in a place, a tiny spot on the planet. Our perception and view of the world is limited to
that place and begins to expand outward based on a variety of factors....but all that we know is largely
based on communication (via hearing, reading, etc) and interacting with others. The broader the view,
the greater the potential to understand and develop empathy and compassion.

Why should teachers knows about
curriculum design?
Knowing about curriculum design and different learning styles empowers you to develop and adapt
lessons to meet the needs of the learners to better serve the community.

In my teaching experience in the US and abroad (mostly in the Pacific/Asian area), I have encountered
many teachers who follow prepared texts and lesson plans with an almost blind disregard for the
students and the real world needs of the local community. As a result, many students graduate with
high marks but very low ability to function in society.

Going across cultures, it seems than some countries "modernize" their education system without regard
to the culture embedded in the educational methods they adopt. This has led to some notable misfits
and disjoints that make things even more difficult due to the cultural conflicts that result.

Curriculum design, like computer programming, is something teachers should know about (be aware of)
but not everyone HAS to do it. It should be done by those who are effective at doing it. But every
teacher should know about it so they can recognize problems and be able to converse about curriculum
design. In this way, they can at least convey vital information to curriculum designers and contribute to
improving the system rather than to be a passive "victim" of an ineffective educational system.

What do most principles and theories of
curriculum development have in common?
Most of them consider cognition, learning theory, maturation and development, concepts and skills,
thinking skills, philosophy of education, use of technology, expected learning outcomes.

How important is involvement of all
stakeholders of the school in the school's
programs and activities?
What is Stakeholder Involvement?
Ebulletin Available
Stephen T. Russell, Ph.D., University of California, Davis
Nicole Polen, M.S., University of California, Davis
Sherry Betts, Ph.D.,University of Arizona
Stakeholder involvement is based upon the belief that expertise does not lie solely with program
professionals. Stakeholders are persons or organizations that have investments in the content of a
program, or in the dissemination and evaluation of a program (Centers for Disease Control and
Prevention, 1999). Over the last several years the interpretation of stakeholder involvement has
changed as programs have focused not just on individuals and families, but the broader ecology
including neighborhood, workplace, schools, places of worship, communities and the society.
Work in the area of teen pregnancy prevention, for example, as in the general public health,
social service and education fields, involves partnerships. Consequently, decisions regarding
programs should include the considerations and perspectives of multiple stakeholders.
Who are stakeholders?
Stakeholders include funders and administrators of programs, but also include staff, program
participants and their peers, family members, and the wider community. It would not be unusual
for stakeholders in a youth development program to include elected city, county and state
officials, religious leaders, business owners, neighborhood association members, sports figures
and coaches, students, out-of-school youth, parents, health and social service providers,
educators, representatives of the art community, and any other interested person or group. They
should represent the diversity of the community in many waysrace, ethnicity, ability, income,
sexual orientation, family constellation, etc. Youth development is the responsibility and a
domain of interest for all citizens in a community.
Why is stakeholder involvement important?
Stakeholders offer important insight into each phase of program planning, implementation and
evaluation. Stakeholders are most commonly involved at the beginning stages of program
planning. They are able to provide insight for the various needs that a program or curriculum
should meet. Experience shows that once the goals have been set in the first part of program
development, stakeholders are sometimes not consulted in latter stages of program
implementation and evaluation. This is unfortunate because stakeholders have the potential to
illuminate issues and needs during the course of program implementation (Banach & Gregory,
2001). Frequently stakeholders who participate in an initial needs assessment may not be the
same stakeholders who ultimately sustain the program. Consequently, eliciting on-going
feedback and keeping lines of communication open are crucial to program success. This is
particularly true in community-based youth development programs. A broad range of
stakeholders has the knowledge, daily life experiences and expertise that can contribute to
program success.
How do stakeholders become involved?
Stakeholders may be involved in multiple roles and various functions. Focus groups may be
conducted to get initial ideas and reveal community norms, history and players. Community
mapping may be conducted to learn about the important features, places and events. Volunteer
opportunities, advisory committees, participation in hiring processes, program committees, and
various other means can be explored. The important point is that if stakeholders are valued, they
will be welcomed and their voices heard.