I really like the idea of on-going assessment and modifying learning strategies for students. Assessments are not necessarily quizzes or tests, but a mere tool for measuring where a student is struggling. But this can be a time burden for teachers to grade.

I really like teachers assess their students and then modify their instructional approaches based on the needs and learning readiness.

I really like how this section emphasizes that all students learn differently and teachers must take responsibility in providing them access to the learning content. It is a shift to modern education.

Addressing an issue in the moment as opposed to waiting say two days later can have a massive effect on student improvement.

The more I think about this the more I realize how important it is for students to receive immediate feedback by their teacher, who is the person that is suppose to monitor their progress.

I run into trouble when I ask the class a problem and its only one or two students that are always the one answering while everyone else is quiet.

This is great for presenting a practice problem, guiding students to the solution, then having them do it independently. It tests whether they were actively listening during the lesson.

I think today teachers are taught to play the role as a facilitator, but direct instruction is definitely great with short discussion points and engagement strategies so it doesnt seem entirely like a lecture.

I notice for cooperative learning assignments, holding students accountable for their roles and evaluating using a rubric are the two biggest keys in this section.

This is something I do as a mistake. As I'm trying to understand what students know and where they are on the subject, I try to save class time and just move on through my lesson.

I really like how this is included in modern education books. Researchers studying the field of education are coming up with new ways to resolve these problems in classrooms.

In math, closed ended questions are easier to give because a lot of problems are solved using multiple steps which students can answer individually.

I personally have never liked these rubrics unless each score explains what is being asked to achieve the score. If you make a rubric like this say for an assignment, each score should discuss something relating to the assignment not just general "some, basic, good, complete understanding"

I always like to ask people self reflective questions when they do something that bothers me. A good example is "why did you decide to...."

This models appropriate ways for teachers to respond to students

How can teachers help students recognize natural consequences so they can avoid and prevent them and grow maturely?

In my Pre I internship there was a student that would often shout things in class and no other student in the class responded and it was very brief so the teacher ignored it, but I personally found it odd. I can't forget it to this day.

The great thing about the field of teaching is how current issues are researched and studied to find solutions for modern classrooms.

This is what is meant by an ongoing process for making lessons and adjusting them to meet specific learning needs.

This is a great suggestion for teaching.

It can be a burden to adjust a lesson plan that a teacher has already spent a lot of time developing for students struggling to learn.

As the field of education develops we should consider assessments as more than just tests and quizzes. They should fit the diverse learning styles of students. Include the Universal Design for Learning when making assessments.

This is the key word to grade distortion

I always liked going to school and doing my work to get a good grade, but as I read through common problems teachers face I begin to realize that there were a lot of my classmates in school that felt this way about homework and other grades.

Its important to find a districts grading policy and connect it to your personal beliefs as a teacher. If it can not be found on a district website or in a student handbook that may be a sign?

I have found that giving extra credit opportunities and giving partial credit helps students pass their classes even if they do not score a perfect grade.

Everything goes back to lesson planning

In math, I think of unpacking grade level outcomes as tying all previously learned content and strategies to what it presently being taught. It is great how math stems from foundational building blocks and builds on everything.

This is an interesting principle I have never heard of. Of course the durability of a building must be strongly considered by an architect in its design.

I really like how the Backward Design begins with the Academic Standard, then the learning goal, then the assessment, then the learning activity.

This is a classroom management technique that I think is underrated. How a teacher structures and designs their classroom can affect how a student pays attention. Which direction they are facing or learning content posters on the wall are examples.

When I stand in front of a group or people or students to teach or discuss something I always consider how they see me form their perspective. I think about how I want people to see me then act accordingly.

Give students guidance and direction to where they don't have an opportunity to misbehave. Give them clear instructions from start to finish.

Its important for us to consider how students perceive the actions we take towards classroom management. We want to be careful not to make reinforcements seem bias or personal. Students process behaviors much differently than adults.

What are some extra steps in our list we can take for responding to off task behavior to avoid calling home and referral to the office? To give sympathy for a student struggling to behave.

I like the idea of involving students in setting classroom rules because it holds them accountable and gives them a sense of responsibility to uphold what they suggest.