The Teaching Cycle and the Associated Responsibilities and Roles of the Teacher

We will be able to do formative and summative assess the student to monitor learners learning process. It will service us to identify the strengths and weakness of the learners and target areas that need work. At the end of the school year will be able to determine an increases in critical thinking, communication skills and safe and quality of care. Providing information to prove the effectiveness will show the credibility and

Phase 3. In phase 3, participants either affirmed themselves as teachers or leave teaching. For those who remained in the profession, there are new concerns and challenges. This is the first phase teachers typically feels the boredom of routine for the first time (Huberman, 1989). Once a basic level of classroom mastery was achieved, Huberman found that there was a need for refinement and diversity. Those affirming their practices started to see they could achieve better results by diversifying their materials and modes of classroom management. Huberman found that diversification of materials often led participants to increased collaboration outside their own classrooms. Career-sequences after

assessment will work show forms and explain what you will be doing writing down etc. explain next

This will be done as discussed, by having a portfolio of not all but key works by each student. On-balance judgments mean teachers have the professional ability to make judgments about success of students. I will use the rubrics to judge students' success levels. Moderation ensures that the assessment is consistent and professional, and that it is not overly harsh or lenient. Through using rubrics, I will judge students' success based on this kind of moderation. By creating a written report (report card) I will be adhering to the standard of written report. This is necessary to show parents how their children are doing and what things need to be done in order for the child to

Measure and report student progress through test results, curriculum based measurement, work sample, portfolios, and teacher observation checklist and behavior observation. For example Justin will read fifty new sight words from 2nd grade high frequency word list will be measure by student work sample. Progress measure: teacher will indicate the high frequency words that Justin read and add them up the list will be a record of the student progress. Rationale: this method will measure his progress towards his goal.

Current studies are based on the fact that teacher must never stop learning if teacher education is to be a dynamic process. The learning process for teachers must be built on experiences derived from their practice and therefore, the learning cycle of experience followed by reflection learning and experimentation is applicable as much, as learner, as to pupil.

Phase 1. The first phase is the type of beginning a teacher experiences. Participants of Huberman’s study referred to their initial years (1-3) in teaching as either “easy beginnings” or “painful beginnings”. Huberman describes career entry as a period where there occurs periods of survival, discovery and reality shock. Beginning teachers experiencing their initial years of teaching as a struggle for survival (Veenman, 1984), usually reports a sense of exhaustion, feeling overwhelmed, problems with student discipline and continuous trial and error. However, simultaneously, fulfilling the responsibilities of a classroom teacher also brings a sense of accomplishment and discovery. For those in this early career entry who experienced easy beginnings

In the first class, I will review the vocabulary and essential questions verifying the students’ responses and I will show them a PowerPoint presentation from where they will be listening and looking for information pertaining to the topic. Similarly, during the second class, I will guide them to complete the worksheet activity using their respective computers. Also, in the third class I will monitor them while working on their projects to offer assistance as needed.

There will be considerably amounts of formative assessment taking place to measure the students performance. In fact with this type of assessment it will help you to oversee, and find out exactly what areas students are struggling and what areas students

Checklists are another great way to assess students. Checklists often have a few, but important, standards the student will be assessed on. Many standards listed are well though out

At all of my schools, I have kept concise, accurate notes on student progress for all classes, to

Gravells(2011.p.8) describes the teacher training cycle as having five stages which can be entered at any point but it requires all of the stages should completed in order to ensure that teaching and learning are achieved effectively.

To add on, I should also be able to interpret the assessment results in maximum possible ways and means to be able to feedback learners accordingly. As well as use the data to modify/improve the session plans, activities included, and instructional teaching techniques for continual improvement of my programme effectiveness as well as my teaching strategies.

(To be completed by student while submitting the assessment and by the faculty when reporting the outcome of the students work)

The assessing student learning is a must application instrument that the teacher has to engage in to advance the learning of individual without a doubt. The teacher can monitor the progress of student through formal and informal assessments. The grading portion aspect as teachers provides us with the