Listening to views and assessments of others regarding an individual’s lifestyle or work is a good thing; however, many people do not like it because they have negative experiences. The fact is that a feedback is an invaluable resource, but a great useful way to improve…
First and foremost, Krissia Martinez started her article by presenting the struggle that teachers face, of which after an observation, became a required part of their evaluation systems in many states and districts. The author believes that there is a relationship between feedback and conversations, potentially the related coaching and teacher’s performance evaluations. In addition, the author believes that the relationship makes teachers weary and anxious, feeling threatened during classroom observations. Of course, anyone could feel the same if the observations are based on a certain area with no clear protocols, useful feedback or coaching ways with no helpful information and professional support (Martinez, 1).
Also, Krissia Martinez explained the reasons that make teachers struggle during classroom observations. Then, she provides strategies to enhance the post-observation feedback conversation by The Carnegie Foundation, which is the key point of her article. The various strategies include an individual starting a conversation with a positive statement; good listening skills, addressing teacher’s concerns, co-developing next steps, and sequencing the conversation into a predictable format (Martinez, ...
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According to the paper the professional development of teachers is a vital issue within academia because it encourages self-improvement and the use of best practice within the education system. The key objective of teaching professionals is to impart quality education and improve students learning. The changing dynamics of the social fabric in multicultural societies across the globe have increasingly become major challenges within the education system, especially in UK secondary school system.
Secondly, motivational function involves pairing specific challenging goals and the way the activity is being performed. Usually, three sources of feedback are found. Firstly, others such as peers, supervisors, subordinates, friends and family members can become the source of feedback.
For example, if it is about hair-dying, I would not just tell them how to do it, I would actually perform the procedure on a model in front of the whole class. This provides them with an opportunity to observe each step from start to end. I also have the procedure video-recorded and provide the students with the recorded videos to get help in case they forget some step while they perform.
20). Because highly effective educators have demonstrated to possess common traits (Pressley, Allington, Wharton-McDonald, Block, & Morrow, 2001; IRA, 2000), the purpose of this study was to identify characteristics of teaching expertise that distinguish highly effective instruction at different grade levels.
If assessment genuinely seeks to give some indication of pupils’ levels of learning and development, in ways, which further advances learning, pupils will need to understand and contribute to the process.
Different people have different levels of expertise in a certain subject. The depth of knowledge depends upon individual ability to learn. In educational arena the term ‘assessment’ finds frequent usage. (Taras, 2005) While
This template can be used for other professionals to provide feedback to the student. It should not be used by the student’s Practice Educator. The Practice Educator may use this feedback to contribute to the holistic assessment of capability of the student.
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