- After reading chapter 7 in CASL, how can you use performance assessment formatively, as teaching tools? Give several examples. 150 words minimum
A performance assessment tool is a teaching tool used to measure the performance of a student. From the judgment, this tool has been in use for at least 3000 years (Arens &Jansen, 2016). The tool has two major parts, the one that expresses expectation as well as the one that shows how quality is going to be assessed. Though the use of the tool may use a considerable large amount of time, when used effectively, the tool is free from any bias and distortion” (Tileston, 2010, p. 310). The tool can be used effectively inside and outside the class, such as when drafting a personal fitness goal. One of the primary assessment tools is the use of a rubric, which is developed after task evaluation. The performance assessment tool as a teaching tool is hence used for planning instructions, differentiating instructions, offering feedback to the students, giving students an opportunity for self-evaluation and to measure achievement as well.
- After reading Models of teaching Ch 14, How can non-directive methods of teaching help inquire into the personalities and emotions of students? Integrate two specific examples from the reading into your explanation. 200 words minimum
Non-directive teaching is a type of education that enables the teacher to develop the capacity of the students to discover and express themselves adequately. “The non-directive approach maintains that the most effective means of uncovering the emotions underlying a problem is to follow patterns of students feel as they are freely expressed” (Tileston, 2010, p, 285). The teacher can achieve this by actively listening to students and acting as a facilitator rather than the decision-maker in the process of expressing feelings. The teacher should be able to warmly encourage students to express their feelings, thus creating an ideally safe place so (Harris, 2019). In the reading, Charley Wilson, who is a fifth-grade fifth-grade teacher of students whose parents are soldiers, can note the mood of his students during a class owing that most of their parents had been sent to war in Afghanistan. To get the bottom of the problem, Charley inquires from a few students how they are feeling. He creates a warm environment to do so and also listens carefully. To revoke problem-solving from the students, Charley gives some short advice, followed by an inquiry on how students will deal with the issue. Miss Tamron, who is teaching Tom, also uses a non-directive teaching method to determine the feelings of Tom towards reading.
- How can we use the development of self-concepts as a method for students to practice more productive behaviors? Integrate two specific examples from the chapter into your explanation. 200 words minimum
Self-concept development refers to the advancement of the beliefs that we hold towards ourselves. How we interact with our environment is mostly dependent on how we view ourselves. ” More than 50 years ago, Abraham Maslow (1962) and Carl Rodgers( 1961) developed formulations of personal growth and functioning that have guided attempts since then to understand and deal with individual problems in response to the physical and social environment” (Tileston, 2010, p, 310).
Development of a healthy self-concept in a student is essential in enabling them to have self-actualizing behavior that not only aids in interaction with students but also guides their day to day activities. It also allows a student to live a well-balanced life, especially when it comes to balancing education and other social aspects (Kruit et al., 2018). An excellent example of how self-concept is developed to enable the development of positive behavior is in a school setting; teachers, parents, and counselors work hard to build self-concept of the students to result in self-actualizing action. When studying stages of growth and self-concepts of teachers during the establishment of the art curriculum, David Hopkins (1990) determined that teachers who lacked the development of self-concept and stages of growth could not also impact students positively. Therefore for teachers, parents, and counselors guiding students towards the development of self-actualizing behavior, they ought to develop healthy self-concepts too.