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Getting to Know Your Students


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

Getting to Know Your Students
  • EDT 338
  • Chapter 5

  • 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)

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

  • 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

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

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

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

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
  • Describe what transpired (used direct quotes)
  • Describe how it concluded
  • If related to other episodes tell how and why

  • 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?

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

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

  • See page 104
  • A technique to obtain information about the
    social acceptability of individuals within a
  • 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

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

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)

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

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

Motivating Students to Learn
  • Make challenging but ability-related demands on
  • 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

  • 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

  • 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

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