Uses of Standarized Testing

I do beleive that standarized testing has benefits and as of know is needed in our education system.  Many competitive colleges look at these scores to admit students.  Without this they would not have anything to make a judgement on regarding admittance.  The problem that exists with these tests is the interpretation of these scores.  People analyzing the tests should look at the location and background of students as well as the types of questions on the test.  Colleges do try to control for this overinterpretation by looking at a student's location, socio-economic status and other factors when comparing one student's score to another.  They also control for this by having the student's write essays.  This essay gives the student a chance to explain their background and talk about factors that influence their grade (fluctuations due to divorce, death, etc.) Overall these tests are needed and helpful as our education system exists today. 

Motivation 2

In my previous motivaiton blog I addressed how students can be motivated in the long run, when intrinsic motivation (understanding of content) is applied in a classroom instead of extrinsic motivation (stickers, candy, points).  However, ensuring motivation on a day to day basis will be another area I will need to focus on.  Many of these day to day activities that will keep students motivated, overlaps with the necessities of classroom management.  One specific activity I will utilize will be to work in groups or pairs.  Students often are exicted and motivated to work with other peers rather than to work by themselves.  This can be seen as early as preschool years.  Students greatly prefer the presence and interactions with other students over the chance to play alone.  Another important aspect of this activity is that students who are struggling with a concept are able to receive support from a peer.  Sometimes hearing an idea explained by a peer rather than an adult is better understood, since the peer is able to use more familiar language as they have similar schemas which are less complex then the teachers.  This explanation with simlar expression and more familiar language can prove to be a more concrete representation then what the teacher had originally used.  Also, it is easier to stay actively mentally engaged when you are working with a peer who is holding you accountable for having input.  When you are working alone there is no one next to you bringing your attention back to the assignment or asking you what you think. You can easily let your mind wonder off task. 

Classroom Management 2

To give a specific example of how I would use classroom management I will address the issue of a student using a cell phone in class.  My immediate response to this situation would be to go over and stand by the student while I continue to speak to entire class.  Many times my mere presence and will alleviate the problem.  Although if a student was continuing to use the cell phone throughout class I would then pose a question to the class to begin group discussions so I could go ask the student if there was an emergency situation that required him/her to step out of the classroom to make a phone call.  If they did not have an emergency I would inform him/her that phones can not be used inside the classroom for any reason as it causes a disruption of participation.  My long term plan would also be to analyze the material I am discussing in class to gauge whether or not the material is within this student's ZPD.  This will help to determine if the student is bored or frustrated with class content.  I will also analyze my content with regards to this student's background to determine if the concrete-abstract representations of the subject material I am giving, fit into this student's schema. Since this student seems to be motivated by social interaction I will also make sure I am having the students work with each other whenever possible and appropriate, to help bridge some of the learning gaps with peer to peer language and interactions.