The Student Academic Performance

Published Date: 02 Nov 2017

Name of the Student

Name of the University

A. Responses for video Clips

Observation and description

I have viewed the primary video that showed the group characteristics of observed teaching situation. The group characteristics included the number and the types of students in the class room. The group characteristics of students can be observed while teaching situation. Most powerful influences can also be occurred in a group with number of student and their skill and knowledge will be improved by the involvement of students in the class room. Number of students in a group tends to make the better outcome in the case of learning the subjects and their doubts will also be cleared by the group. The number of students can balance between tasks and relationship, understand the different role of members play, identify the ways to increase teaching functional role, encourage the learning participation and process observation in order to making the teaching situation better (Gary D. Phye, 1996).

Analysis, exploration and reasoning

This primary video also showed the interaction among the teacher and students in the classroom situations. The interaction between the teacher and students will be positively observed. The interaction between the teacher and student was necessary in the class room in order to making the teaching and learning process better. The positive and the negative effects of teaching and learning process were based upon the interaction between the teacher and students in a class room. The teachers were providing the responses to students in order to motivate them and to clearing their doubts in particular subjects. The video showed all aspects of this interaction among teacher and students.

The interaction between teacher and student can be improved by communication tool. Teachers also contributed in order to achieving the career plan of students in making the better communication with students. Teachers had the opportunities throughout the school day for helping change the nature and quality of their relationship with the most difficult students. This will make the difficult students to perform better in class room. Hence the teacher-student interaction was effective in order to make the classroom enhancement.

Connections to other effective teaching practices

The video viewed the instructional purpose to the observed teacher’s interactions with students. The instructional purpose offered teachers professional development and on-site learning leading to increase the student’s learning in the class room. The unique learning requirement was the instructional purpose that was designed to increase the achievement of students in literacy, math and other subjects. This unique learning need promoted the students in satisfying their career plans by means of interacting with the students. The student will identify the modifiers of the subjects and objects in a sentence and they will be integrated by means of interacting with their teachers.

The goal of this unique learning was to increase and enhance the teaching skills in order to make the class room activities positively. This unique learning can observe the interaction between the students and teachers and students delivered their interaction with the teachers by means of minimal facial expressions, gestures and verbal utterances. This instructional purpose made this opportunity among teacher and students in the class room in order to improve the overall interactions. These details were shown effectively by this primary video.

Evaluation

The effectiveness of observed teaching styles can be assessed by conducting some evaluation methods. Schedule and conduct an observation were the assessments for effective teaching style and this assessment was made by administrators in order evaluate the effectiveness of teacher in the class room. The second assessment was the comparison of student’s grade. This assessment compared the students’ grade according to their subjects. Then the highest grade of subjects was used to select the effectiveness of teacher style. The third assessment was the surveying students and this assessment allowed the students to rate the educator and depending upon the student’s rating, the effectiveness of teaching style can be assessed. The thinking process also used for this evaluation and this process provided an effectiveness, training, knowledge representation in order to complete the evaluation that was shown in this video.

Recommendations

This video also showed the recommendations that described an alternative approach the observed teacher have used in classroom management. Community language learning was an alternative approach and the teacher could have used this approach in order to set high expectations for student academic performance. This approach can be used by teachers for developing the aspects of student’s performance. In this approach, the teacher acted as a counsellor in order to modify the roles of student’s academic performance. This alternative approach included the linguistic knowledge and behavioural skills in order to enhance the academic performance of students. The community language learning was a better approach in order to set the expectation of teacher for the academic performance of students. This recommendation had shown effectively in this primary video.

The teacher can set the expectation on student’s academic performance by means of communicative expressions and reformulations of teacher. The academic performance of students can be achieved the expectation of teacher by means of this community language learning. Teachers will also get benefit by this community language learning by means of enhancing the academic performance of performance. This approach was also to motivate and shape the academic performance of students in the class room and hence this approach was the best one to set the expectations of teacher on the academic performance of students.

B. Student Academic performance

The expectations of teacher influenced the performance of students in the classroom. The teacher shaped the academic performance and the social skills. The teacher developed their expectations of teacher when interacting with the students in the class room in order to improve the knowledge and attitude of students. The teachers based their expectations on both objective and subjective and the objective of students referred the early performance of students, the subjective referred the prejudice of teacher in the class room.

Identification of grade level of students

The expectations of teacher were also intended in the case identifying the grade level or subjective area of students. The grade level expectations of teacher influenced the academic performance of students in class room. This grade level desired and promoted the students into high level with the essential knowledge and grade level of students can provided the perfect credit to students. The grade equivalents of student were based upon the performance of students in the norming group of test and the grade level expectations represented the grade level and month of the median score for students (S. Autum McCane, 2008).

This grade level can be provided the level of material to estimate the ability of students during the examination. The grade level expectations were used to interpret the performance of group of students. The grade level expectation of teacher affected the students positively by means of solving complex problems that raised from real life circumstances. This grade level expectations developed the common sense approach of students, determined the ability of reasonable answers.

The grade level expectation recognized the wide range of students’ performance within a room class room and the wide range programming in order to enable students to be successful. The grade level of students will be the use of strategies that were aligned to the outcomes of students. This grade level expectation provided the fair and equitable assessment for all students and made a clear as well as transparent process for communicating to students to make them perfect. These grade level expectations used as a catalyst within the professional learning of school in order to focus the learning needs and interest of students.

The teacher’s expectations also used to determine the effective practices and strategies to foster higher level of student confidence and achievement. The contribution of grade level expectation of teacher was to report the achievement to students and it was used to provide richer information at the system level as well as to determine the specific program on student learning. The grade level expectations of teacher included the accommodation, achievement level, adapted programming, and assessment of learning for students. Hence the identification of grade level students for the expectations of teacher was intended.

Five types of expectations

Availability expectation

The availability was the expectation that was used to resolve the problem of students and made the communication positively to other groups in order to completing the works. This availability expectation ensured the coursework of students and also improved the grade of students. This expectation also used to complete the assignment in order to make them effectively and the student can get proper notification about the course.

Professionalism expectation

This expectation made the attention to students in order to completing the work to earn high scores. This expectation increased the attitude and knowledge by developing the quality in their educational systems. The professionalism provided the co-operation between the groups of students in class room and this expectation addressed the negative thoughts and actions of students in class room (Caroline Clauss Ehlers, 2010).

Guidance expectation

The guidance was also the expectation that provided the capability to students in the case of reading, activities and assignment completion. This expectation could satisfy the objectives of students in order to complete the assignment and other works and this expectation fulfilled the general degree requirement of student by means of completing work to earn passing scores.

Experience expectation

This expectation made the interaction to students in clarifying the subjects for making high scores that influenced the student’s academic achievement and also it kept the students in a positive way by means of displaying the experience of students. This expectation helped to students for demonstrating the importance of students to evaluate the attitude and knowledge.

Technological aptitude

This expectation recognized the performance of students in order to achieving the completion of academic education of students. This technological aptitude can complete the work to earn passing scores and this expectation made the positive communication among the partners for achieving the assignments.