A rolling rock catches no

It is incredible how everything has to be worth something. The amount of marking that is needed to be done within teaching help to solidify the progress of the student, not only for the school but the students themselves.
Is this for homework? Yes, Johnny.
When is it due?

It seems like everything must have a reason for being done, or a due date attached to it. Otherwise will it really get done?

Teaching to the test

We have since moved into understanding testing and the methods that are used for conducting assessment in our Social Foundations course. The concepts of standardized testing have been made apparent within these lectures. How is not possible to teach to such a test?

The testing that is laid out currently relates to the curriculum and how the "collective" students of a school are achieving. Does this mean that Grades Three, Six and Nine are somewhat white-washed in what needs to be covered? Standardized tests are their to measure the achievements of the students based on the curriculum expectations, so how can a teacher NOT be teaching to the test.

Motivating the unmovable (revisited)

It was a subject of an issue I had during my first practicum that has since had some light shone on it:

During one of our lectures in Ed Psych, the class was learning of the concept called “self-efficacy”. It describes ones perceived abilities and ideas of what can be accomplished. I had brought up the idea of how much and better yet how to instill self-worth within and recognizing accomplishments of the individual students. This is something I felt was missing from my practicum experience.

The students were being given marks based on what they perceived they'd be able to accomplish. It seemed as if their was no personal progress. The students that got high marks ended up getting high marks. The students who were underachieving received marks that reflected this. And their was no complaining.

Near the end of the class, I asked the Ed Psych teacher if their was anything we can do, because it seemed as if by high school it was too late for that to change. The teacher responded by telling us its never too late, it all started when the environment for this personal growth is given to the student. That is my goal for the my next practicum placement; to help facilitate this type of change and praise the students' personal growth.

Setting the Hook

Its tough being a teacher in the Canadian and World Studies section of school. You are given a usually rough set of Grade Nines who are limited to the choice in classes, but instead given a layout for their first two years of school.

Its all about the hook my Geography teacher had told us. Essentially, a Geography teacher has one guaranteed round with the Grade Nine class. In that time, they must plant that seed; make those connections, generate that interest in this discipline and how it encompasses and relates to so many different things in a students world.

You just have to make sure you have that passion in you.