Student Assessment
One of the main parameters of the Scholastic Literacy Place program that would of interest to understand would be the ‘Shared Reading’ module used in class to help students learn separate readings from the books. Of the main concern would be the teaching plans feature which considers how teachers plan for their lessons concerning their students. Barbra is in a class of 17 students, and it is possible that some of the teaching practices being employed may not consider underperforming students. Furthermore, an assessment of the program links for writing, independent reading, and working with words would be necessary to determine if students can easily comprehend them. Another area that would be necessary to be assessed would be the teaching plans for guided reading. The main domains under guided teaching are how a teacher addresses some of the challenges that come with understanding learning concepts. Barbara is experiencing challenges understanding some of the learning concepts. Therefore, it is necessary to appraise the intervention measures under the Scholastic Literacy Place program used by teachers, including the reading strategies and assessment opportunities.
Additional information from Barbara that would be required would be history at home and the parent’s participation when it comes to handling the child’s studies. As Landry (2008)notes, some of the cognitive skills acquired in early childhood are necessary for the development of children in later stages of life. This is supported by responsive parenting, whereby the parents play a central role in providing support to their children.
One of the procedures that I would love to know about the district’s behaviour discipline plan is the conflict resolution strategies employed by teachers. In classrooms, conflicts can arise, and this can be a challenge for the teachers. However, it is how teachers handle conflicts that matter. Beazidou,Botsoglou, andAndreou (2013) note that classroom behaviour is among one of the challenges that affect teachers in classes. Some of the challenges arise due to the complex nature of classes compared to previous years. Beazidou, Botsoglou, and Andreou (2013)further notes that some of the behaviours among year two students can include hyperactivity, impulsivity, and aggression, which can be challenging to teachers. Therefore, identifying policies that help teachers deal with such scenarios is essential to ensure that teachers do not struggle in dealing with classroom behaviour.The conflict resolution strategies are defined under the district’s behaviour discipline plan. Therefore, it is imperative to understand how districts come up with these plans. It is also important to understand the merit used in the district’s behaviour discipline plan to assess student behaviour.
A recommended strategy would be to assess the co-curricular aspects of a child. As Khan and Iqbal(2014)note, co-curricular activities promote the enthusiasm and vitality of a student which is essential to the advancement of academic work. As evident from Barbara’s poor academic performance, there are some underlying factors other than in-class performance. Another assessment domain is a psychological assessment which is necessary to determine if a child is confident in their academics. Scholars agree that cognitive and non-cognitive attributes are necessary to play a critical role in a student’s academic achievement (Liem, 2019).Finally, an assessment of classwork participation is necessary to determine the performance of a student. The aim is to determine is a student is an active participant in class or not. All these assessments, when combined, will help determine some of the strengths and weaknesses of a student.
References
Beazidou, E., Botsoglou, K., &Andreou, E. (2013). Classroom behaviour management practices in kindergarten classrooms: An observation study. Έρευνα στηνΕκπαίδευση, 1(1), 93-107.
Khan, W., & Iqbal, M. (2014). Role of Co-Curricular Activities in School Effectiveness. Middle-East Journal of Scientific Research, 21(11), 2169-2176.
Landry, S. H. (2008). The role of parents in early childhood learning. Encyclopedia on early childhood development, 1-6.
Liem, G. A. D. (2019). Academic performance and assessment.