Good Student Feedback Begins With The Student

Forming and maintaining positive relationships within a school setting is of great importance. To have good relationships with pupils, staff and parents is not only beneficial to the school but also to pupil’s achievement.

be a few students who act out or disrupt the flow of learning. This is no different for Ms. Anderson. She

To conclude, the idea of teaching writing with CALL definitely offers much in the way of learning value. Particularly the concept of giving feedback to a learner in a variety of approaches gives more potential for learning than previously ever predicted. The many different forms of feedback discussed in this assignment isolate different learning methods and responses from a student. There are two studies that look specifically into how effective online learning environments are and both indicated that automated feedback adds significance to student writing, although students do not appear to enjoy the process as much as being in a classroom. These studies identify two important points, that learning how to write should be engaging and that other real people tend to make it more so. Of these two studies, one was a huge data sample and one was

Teachers need to be attentive to what is going on socially with their students. They too need to give positive

It is very important, as teachers, that we guide, correct, and encourage our students to behave correctly in the classroom. In, The Iris Center for Faculty Enhancement, level C, case 1, there are two students, Zach and Patrick, who continue to disrupt the class because of their behavior towards each other. Zach is a relatively quiet student with a learning disability, yet he enjoys his school work. Patrick is the louder of the two students who likes to talk. He is very outgoing and likes to be the center of attention. Their teacher is starting to get frustrated with the behavior between the two boys. Patrick teases Zach regularly, along with other students; then Zack responds in an inappropriate manner. Zack gets angry and yells back; and sometimes he even breaks down to tears. Therefore, with using some of the helpful ideas from the STAR (Strategies And Resources) Sheet, the teacher will be able to encourage appropriate behavior in

Connections made between teachers and students directly correlates to the outcome of student achievement (Stronge, Ward, Grant). Students lack in confidence due to stressful situations that occur continuously within school days (Tait). Though the American Education system strives for teacher effectiveness, for teachers to be able to make connections with students; there system does not always work (Stronge, Ward, Grant). Students perform better when they are nurtured and pushed positively to excel educationally. Students who do not reach emotional connections with teachers show less progress in school. The connection between teachers and students is important (Tait). “There have, of course, been many attempts to do just that. A growing number of schools have attempted to change their culture by instigating programmes aimed at improving resilience and self-esteem, by improving their pastoral and monitoring procedures or by introducing classes in happiness and well-being, but most are merely scratching at the surface” (Tait).

The Journal of School Psychology studied the relations between the student- teacher relationships and how it affected the outcomes for African American students who were at-risk to be referred for special education due to their behaviors (Decker, D. M., Dona, D.P., Christenson, S.L. 2007). Students may think their distracting behaviors are a way to gain the teachers attention and form a relationship. Findings show that students expressed that they wanted to form closer relationships with their teachers. Students already find their relationships to be positive although the teachers did not. As the quality of the student-teacher relationship increased, this shaped a positive social, behavioral, and academic outcome. Student-teacher relationships can be a mentoring resource to help promote support for positive outcomes

The students would love to build a relationship with their teachers, however they feel victimized or ostracized due to their poor behavior in class. Students hate to be “called out” in front of their peers, even if they’re doing something wrong. Students also complained about the amount of classwork/homework assigned and excessive lectures by teachers.

In the article, “ Is Positive Feedback a Forgotten Classroom Practice? Findings and Implications for At-Risk Students” written by authors Sprouls, Mathur, and Upreti, the authors set out to examine the current state of classroom feedback practices among teachers. Their findings were quite harsh. They came to find quite a lag in positive feedback with students who are most “at risk”. These students who are classified as at risk, are most commonly students who have emotional and behavioral disorders or EBD. In the study, a pool of 56 teachers were recruited from 8 various schools and were asked to implement student risk screen scaled tests. In this observation, teachers were being observed and coded by the amount of reprimands, ultimatums, consequences,

Throughout this process, I discovered that each student should have clear individual goals that are communicated to them through feedback on both formal and informal assignments. Providing students with choice in texts can encourage students to engage in reading texts that relate to their lives, beliefs, and values. When students need help with key skills, such as grammar or identifying evidence from the text, additional practice (i.e.: with the computer program NoRedInk) and graphic organizers can help students develop skills, practice, and apply learning to their reading and writing experiences. Frequent formative assessments help me to understand students’ skill levels with comprehension, writing, and synthesis of ideas and also allow me to track student progress. Formative assessments also allow me to provide students with feedback and communicate whether

In the profiles of both Brittany and Trisha, the importance of student-teacher relationships is addressed. Why do you think this relationship is critical to the success of students with emotional and behavioral disorders?

One of the fear I had about writing was people’s judgment on my English skills. Therefore, asking for feedbacks, especially to my peers, was a challenge for me to embrace the fear and ask for people’s opinion. Nevertheless, I learned through peer feedback assignments that I need the criticisms and diverse perspectives in order to improve and grow my writing. Soon after I revised my essay 1.2 with peer feedbacks and 1.3 with Dr.Ruiz’s feedbacks, I started to get engaged in giving feedback to peers and asking for more feedback from peers.

As a college student, I take instructor’s feedback very seriously. Instructor feedback is an important factor of student’s performance in college. It can be positive or negative. The objective of instructor’s feedback is to help students identify what they are doing right or wrong. This helps them to better their performance. As a student, I am very interested in researching about instructor’s feedback. What are the things students look for in a feedback? How effective are they? How can instructors provide more effective feedback? Like myself, the majority of the students who participated in my study think instructor feedback is very crucial to their academic performance and they benefit from it.

When a student exhibits challenging behavior, his or her teacher needs to develop an intervention plan to help that student learn how to change negative behavior into positive behavior. The teacher’s role in developing a plan is the most crucial since that teacher is the one who spends a great deal of time with him or her and observes the student in the classroom. Once the teacher notices challenging behavior in a student, he or she takes on the responsibility of making a plan to help instill positive behavior and teach the child coping strategies. The teacher, first, must take his or her concerns about the child to colleagues; such as the principal, school counselor, or special education teacher. Talking with them will help the teacher gather information and resources about the child and enhance their understanding of him or her before speaking to the child’s family. While it may be difficult for the teacher to speak to a family about their child and the behavior problems they are having, it is the family’s right to know,

The first step in classroom management is to create an environment where students feel cared for and valued. To do accomplish this, teachers need to build positive student-teacher relationships. Marazano (2003) reports in his book, Classroom Management That Works, which is cited in the Jones and Jones (2013) book, that “Positive teacher-student relationships were the foundation of effective classroom management” (p.56). I am committed to creating a safe learning environment that is organized, structured and conducive to student learning. While influencing a classroom of community learners, I strive to also build positive teacher-student relationship with all of my