I remember various achievements when employed as head teacher at a primary school that highlighted the importance of teamwork and how individuals affected each other as a team. One example in a previous school I was employed at was the requirements as a team to work with other student’s expectations teachers to complete student expected outcomes overall. The school ask me as head teacher to work with fourteen other students expectations teachers who were foreign teachers to set high expected outcomes within the school’s curriculum to enable a character analysis of each student. Numerous high expected outcomes for each student meant high volumes of administration. Each student had separate high expected outcomes to be completed and a separate grading book for each class. I had seven separate classes with 147 students to grade a list of expected outcomes accordingly. The students expected outcome formula didn’t pave way for an expected value random variable as each student were graded with the same outcomes which were based on learning abilities from each classroom assessment hence each and every student were to be at a level the teacher thought best at the time of grading with all the same level course content for that year.
All other homeroom teachers received high administration work but the student’s expectations teacher were asked to work together as a team. It was this outstanding teamwork that helped us achieve a perfect analysis of each student. I found teamwork important when working with the learning expected outcome formula assessment as each student needed to be graded fairly with complete awareness from myself the teacher. Each teacher should at some point discuss the student’s skills in order to have an effective plan to assign various agreed work tasks that work close to other teacher’s areas of teaching but not to alter or change the required expected outcomes formula . I found efficiently implementing agreed tasks with other teachers a good practice. I’ll admit that the number of student expected outcomes were extremely high and meant less time for lesson preparation and activities due to teachers spending huge amounts of time on each student expected outcome. However apart from the time consumption I thought the system was effective and worked for both the school and the Ministry of Education as part of the school’s curriculum abut it was extremely demanding at times. Imagine over 50 expected outcomes per child and 5 classes of students to teach with two teacher expected outcome books for each child, I had over 147 students with expected outcome to complete from two grading books.
Teacher Assistant for Asian Students
I had an amazing teacher assistant in Thailand who was highly respected by the children and other foreign teachers in the lower grade known as grade three. The students loved her comfortable style of tuition with student learning outcomes for assessment implemented for each child. The expected outcome teacher assistants were able to complete student registration and homeroom teachers were to complete student expected outcomes for a good indication on how each student was performing in each class. Another memory about my assistant teacher was how she observed the student’s behavioural patterns and assisted me with various teaching styles. I recorded the levels of student development where a range of various learning skills calculated tuition achievements, goals and needs. This meant an improved evaluation for the learning sequence for each child within the classroom environment. This teamwork was fantastic for classroom achievements from students and showed that even though we set a high expected outcome plan for them they could achieve and achieve far better.
By the time kids from poor families of all races enter kindergarten, they are often significantly behind wealthier children in vocabulary, knowledge, and cognitive skills. Of course, good teachers can help—particularly that single teacher who takes a kid in hand and turns him around. But, in recent years, teachers have been held responsible for things that may often be beyond their powers to change. They are being assaulted because they can be assaulted. The real problem is persistent poverty. The government school I worked at had none of this but there was evidence of previous violence in the school even the the teachers had sticks to carry around with them but I never once had a problem or to my knowledge, the teachers with the students because the students had been nurtured to respect their teachers in school but the teachers had to remain safe as older students can get violent in the government schools. I’m just happy that particular school had a good behavioural system.
Behavioural management was an excellent system when each student was monitored on the influence on his or her behaviour. Various strategies from both the assistant and classroom teacher were put in place in order to reach a point of positive behaviour management. To reach this area of expertise the effective use of rewards and sanctions were placed upon the curriculum with a reduction of unwanted and disrupted behaviour. I found that these methods allowed each student more time to adapt to the students learning outcomes assessment and to the learning environment under an expected time limit. I recall some students needed special care and attention which resulted in more time needed to teach. This wasn’t a problem as other students at this time were working on handouts and needed much less time from myself while others caught up monitored by the student learning from the expected outcomes assessment. This strategy gave me more time to deal with the children with special needs.
I remember on occasion parents were approached and various solutions were discussed to overcome the problems of students. I recall having an excellent relationship with all parents often meaning parents wanting their students to have me teach their children the following year. My relationship with the parents meant the school achieving a higher registration of students each year and been a private school was an excellent method of forming a good relationship with the school’s principle hence me receiving the head teacher position. My expectations of the students learning as a homeroom teacher for my students depended on how each student behaved in lessons when classes were separated into A and B classes. Students in class A were higher achievers and B the lower achievers but all were from the same grade. One of the remarkable studies I completed was done under discussion with the students from class B. One afternoon my B students in grade 6 were unusually quiet and I asked them for a reason. One student placed his hand in the air and mentioned that other teachers in the past had not congratulated them on their achievements.
I decided to give the students from class B some advice with a quiet speech and the student learning outcomes assessment in mind. I explained that they were more than capable of been great achievers if their assignments continued to follow the guidelines I had them follow. This would reduce the distance between them and class A to become stronger in their studies. I congratulated the students and told them I was thankful for their studies at that point. I explained that they could achieve higher expected outcomes than class A and be rewarded with a certificate. The following months were incredible as class B achieved as class A had before with my motivational discussion to allow them to set high expected outcome requirements to pass each test and exam. What came next was the reason why I had become a teacher and love to be involved in education. One day I was playing football with various students outside on the sports field and one student from class B, grade 6 came towards me. He said thanks for everything I had done to motivate him and his class to achieve higher grades than class A in grade 6. His actions and voice made me realise he meant his words. I told him that he had completed all assignments for the high expected outcomes model to a level required to move on to the next year. All students expected outcomes worked as a method to help them rise above the curriculum. Class A had also achieved high grades that year. For me as a teacher that moment was the highlight of my career because I had conditioned the lower level class to compete and become more active and successful in their studies using the student learning outcomes assessment.
Teaching Different Levels
Over the years I have taught at most levels from Kindergarten to Business English and even the International English Language Testing System. Business English depended on business resources such as training rooms and computers within the business. On occasion I had to role-play due to lack of learning equipment but still implemented the student learning outcomes assessment. The business students I conducted lessons with were within close proximity giving me more time to prepare lessons at home or at the agency I was employed at. I remember teaching from several books that covered interviews, telephone skills, correspondence skills and business role-plays. The senior students found lessons easy to follow and learnt business English to a good level. However, some students hadn’t learnt any English before the contract and needed extra tuition from where I had told them I was their student expectations teacher and will guide them. When this problem arose, classes were separated into various levels and more tuition hours were managed by me to maintain and improve the lower level students by setting them high expected outcomes although to a suitable level eventually decreasing learning hours overall within the business. I have had some wonderful experiences and taught English at Thailand’s Channel Seven’s broadcasting channel, also an advertising re-touching company and a flight booking, system software business. All memories from these experiences teaching Business English gave me so much motivation and commitment to my work as a teacher and really outlined the need to set student learning outcomes as a normal procedure that highlights the future of a student and works well when improving a students future with the English language and any other senior roles such as university or even work based learning.
Projects and Learning Activities
During projects I found it important to observe pupil’s performance to understand the wide ranges of skills in all areas of development and to understand the sequence of development each student took. I linked this knowledge with theory and used it to develop my own skills in order to move students towards the development of existing skills and put them into practice with appropriate teams on an equal balance with a list of expected outcomes. This in term showed individual learning needs as a group and as an individual. Various students were given a captaincy role in order to make various decisions on ideas within the project. Some children would rather sit back and be controlled other than be the driver of each project who were driven by a team leader set of expected outcome needs. However, the projects I initiated were that of a group even though individual students were graded on their captaincy and development skills. The assistant teacher was asked by me as a homeroom teacher to ask for permission before making formal observations of individual students. To develop into healthy, considerate and intelligent adults I found my students required intellectual stimulation as well as physical care and emotional security, especially the younger students in lower grades. The pupils I worked with were able to constantly think and learn whilst gathering new information and formulate new ideas for themselves while completing each list of expected outcomes. During activities students were able to explore their environment to discover things for themselves. One specification I introduced was an environmental project where students worked as teams to create and produce theme cities built from home products such as plastic bottles, paper and other household wastes. The plan was to build a city that would show huge improvements to the environment and how to live and succeed in their cities.
I chose Singapore as an example of a city that is clean safe and of mixed ethnic population. The teams were split into their school colour groups and asked to build a model city with me their expected outcomes teacher. A writing exercise was also implemented where students had to create a set of rules and procedures as to how their cities people were to act to enable a successful environment. The outcome of this project was remarkable and was placed outside the principal’s office for parents to see. I took photographs at each level so that I could grade the students on their ability to work together and as a team under a time limit list of expected outcomes at hand. The children loved my environmental project and even though the standards of each group differed, the students all had good ideas and came up with cities such as Ice City and Mountain River City. The children loved to be able to steer away from typical English lessons to become developers in a more Social Science theme. The students were extremely competitive because of the expected outcomes high needs to succeed where incentives were laid down with each team winning various treats and prizes for motivation. The whole class enjoyed a party with ice cream, cakes and music for an afternoon when the project was complete. The principle was overjoyed, I felt proud of the children when the project was complete. Each team won house points, gifts and as mentioned an afternoon party. Most students wanted to be part of a group and were willing to co-operate with others. I found that my students were also very competitive with myself been their expected outcomes teacher on behalf of their group, class or team. This type of competition for my students was viewed upon as ‘team spirit’ or demonstrating loyalty to the group. It also improved my relationship as a teacher with various students due to the excitement this project created. After the environment project was completed, I focused on the pupil’s strengths and behavioural difficulties that gave an example towards each expected outcome to what a student can do in terms of learning from the project. This in term created a foundation for future learning activities.
Teaching meant me passing information then receiving it. The lessons were then interpreted into a meaning or understanding. I have noticed that very young children are not able to use a complex system of symbols; it takes time to learn the system in their home environment but with expected outcomes and needs been implemented it was 100% possible. Children use other ways to communicate their needs and feelings to other people, for example: body language, facial expressions and gestures. As a teacher I have never shouted at a student but rather used body language and facial expressions to calm students down or relay a message of my feelings. Students often use facial expressions and body language, which in time is understood by the teacher as he/she begins to know the student more each day. Language learning was the key factor and my students were taught to communicate with others, relate with others, explore the environment, understand concepts, formulate others and express feelings.
Author – Stephen Peter Jones