Joyce Burch
Na Naučmese od 20. 1. 2022.
HOW DO OUR OWN LEARNING EXPERIENCES SHAPE OUR APPROACH TO TEACHING? (My childhood)
My learning experiences from childhood, adolescence, and young adulthood have shaped my approach to teaching today. These learning experiences have shown me great examples of what to do, and of what not to do when considering how to conduct assessment of student performance and achievement in my own classroom. When I need some help, I ask help in https://courseworkwriting.help/. As a result of a powerful learning experience I had in the third grade, I have decided to make all of my expectations for my students very clear.
I plan to distribute analytic rubrics along with every assignment. Due to an influential learning experience I had in the eighth grade, I have decided to allow students to participate in class strictly on a volunteer basis. Lastly, because of a learning experience I recently had as a young adult, I have decided to encourage my students to self-assess their academic performance and achievement. Many personal learning experiences have shaped the way I plan to conduct assessment in my prospective classroom.
In the third grade, I received a “B” on a project that I worked very hard on. The assignment was to convey any message that makes the world a better place, in an artistic manner. The guidelines were vague and my teacher’s expectations were not made clear, but I did my best. I created a poster titled “Save the Rainforests.” I decorated it ever so carefully with my brand new Crayola markers, and submitted it to my teacher with breathless anticipation.
I was quite upset when I learned that I only received a “B” on my project, especially since all my friends received “As”. I approached my teacher after school and asked her why I received a “B” on my project. She shrugged her shoulders, and with a nonchalant look on her face said, “It was good, but it just wasn’t as good as some of the others.” I walked away annoyed and confused. As far as I was concerned, I did everything I was supposed to do. I couldn’t help that there were better artists in my class!
Few educators receive any formal training in assigning grades to students’ work or in grading students’ performance and achievement. As a result, when required to do so, most simply reflect on their own experiences, and then, based on those experiences, try to develop policies and practices that they believe are fair, equitable, defensible, and educationally sound. Their personal experiences as students, therefore, may have significant influence on the policies and practices they choose to employ.
As a prospective facilitator of adult learners, I have reflected on how I want to grade students’ performance and achievement. My third grade teacher did not make her expectations clear and she did not distribute a rubric. For me, this is a wonderful example of what not to do. When it comes to grading, it is essential for my students to know exactly what is expected of them. They should be able to self-assess whether they have met all necessary components of any assignment. My expectations will be made clear in the form of an analytic rubric that will be distributed along with every assignment. My students will be able to use this rubric when completing their assignment, and I will use it when grading their performance. There will be no secrets or surprises. Nothing will be subjective or relative in my classroom: as was the case when I was in the third grade.
My learning experiences from childhood, adolescence, and young adulthood have served as great examples of what to do, and of what not to do when facilitating and assessing adult learners in my prospective classroom. I have reflected on and recognized the importance of making my expectations clear, allowing students to participate on a volunteer basis, and self-evaluating ones own performance and achievement. My personal learning experiences have helped shape the way I plan to conduct assessment while facilitating adults in my prospective classroom.
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