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Getting to Know Your Students

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The important thing is not so much that every child should be taught, as that ... Jack Brogan. Kathleen Glovack. Benny Gamble. Julio Rivera. Debbie Walker ... – PowerPoint PPT presentation

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Title: Getting to Know Your Students


1
Getting to Know Your Students
  • EDT 338
  • Chapter 5

2
Quote
  • The important thing is not so much that every
    child should be taught, as that every child
    should be given the wish to learn.
  • (John Lubbock)

3
How to get to know your students
  • Cumulative records
  • Depository of information from K-12
  • Personal information
  • Home and family data
  • School attendance records
  • Scores on standardized tests
  • Year-end academic grades
  • Teacher anecdotal comments
  • Miscellaneous information

4
Activity
  • See page 119
  • What do you know about the following students
    based on the data in the cumulative folder?
  • Jack Brogan
  • Kathleen Glovack
  • Benny Gamble
  • Julio Rivera
  • Debbie Walker

5
Getting to know your students
  • Standardized test scores
  • Aptitude Tests
  • Measure general potential to learn
  • IQ tests
  • Achievement tests
  • Measures how much a student already knows
  • compared to similar students
  • - grade equivalent score (Airasian, 2001) pupils
    level of performance relative to students in own
    grade

6
Getting to know your students
  • Teacher anecdotal comments
  • Students learning characteristics
  • Students work habits
  • Students social and personality characteristics
  • Students achievement
  • Students problems
  • Students maladies
  • Students interest
  • Students family

7
Writing anecdotal comments about students
  • Write specific rather than general comments
  • When possible use words that promote a positive
    view of the student
  • When conveying that a student needs help use
    words and phrases such as
  • Pat could profit by
  • Pat requires
  • Pat finds it difficult
  • Pat needs help with
  • Avoid using unable, cant wont, always

8
Writing anecdotal comments describing an event
  • Cover one single incident
  • Record it as soon as possible
  • Begin with a description of the place where it
    occurred, the people involved and the
    circumstances
  • Describe what transpired (used direct quotes)
  • Describe how it concluded
  • If related to other episodes tell how and why

9
Activity
  • Go to the cumulative files (page 119)
  • Read the teachers comments
  • Compare them to Brualdis (1988) suggestions for
    writing anecdotal comments
  • If you were writing comments about the students
    what would you write?

10
  • Writing IEPs (Individual Education Plans)
  • Visit the website
  • Manitoba Education website
  • Search iep samples
  • Gives four to view

11
Getting to know your students
  • Observing students
  • Formal
  • Planned observations to obtain specific
    information
  • Informal
  • Casual, unplanned, spontaneous
  • Interviewing students
  • Questionnaires

12
Sociogram
  • See page 104
  • A technique to obtain information about the
    social acceptability of individuals within a
    group.
  • A diagram represents the social relationships
    that exists within a group
  • Begin
  • Ask each class member to write the names of three
    students they would like to work with or sit near
  • Then plot the relationships

13
Getting to know your students
  • Autobiography
  • Talking to parents or guardians
  • Case study approach
  • Teacher putting all information together to form
    a comprehensive view of the student
  • Identifying information
  • Family history
  • Students medical history
  • Students school history
  • See page 107

14
Evaluating Information
  • Questions to ask?
  • Is this information suitable for my purpose?
  • Is this information really accurate?
  • Is it bias? (gender, SES, teacher)
  • Halo effect
  • Is it stable? (inconsistent information)

15
Motivating Students to Learn
  • What techniques have your teachers used to
    motivate students to learn?

16
Motivating Students to Learn
  • Establish an environment that is conducive to
    learning.
  • Maximize the likelihood that learners will learn
  • They believe they can perform the task and feel
    rewarded
  • They believe they have the power to succeed
  • They believe they will receive the needed support

17
Motivating Students to Learn
  • Make challenging but ability-related demands on
    students
  • Praise effort, accept progress, and
    individualized as required
  • Use incentives or contracts that tell learning
    goals and rewards for success
  • Use both extrinsic and intrinsic reward as
    suitable

18
Motivation
  • It is better have learners engage in activities
    for own reasons and fulfillment (intrinsic) than
    to please others, obtain reward, or avoid
    punishment (extrinsic)
  • Increase intrinsic motivation
  • Give choices (encourage autonomy)
  • Match learning task to students ability
  • Use activity-oriented projects
  • Use authentic activities
  • Adapt activities to meet interest of students
  • Personalize learning - make connections with them
  • Avoid boring and aversive tasks

19
Motivation
  • Encourage students to value learning
  • Teacher an enthusiastic learner
  • Treat students as eager learners
  • Cause learners to think deeply
  • Attach learning to students life experiences

20
Final Thoughts
  • Dont rush to judgment Give each student a
    second chance to make a good impression.
  • Students change from year to year-
    developmentally (cognitively, physically,
    emotionally, socially)
  • Observe the student
  • Talk to the student
  • Get to know the student
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