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This week I would like you to use your imagination. You have just won the lottery and will leave your teaching post immediately to travel around the world. As you leave your keys you meet your replacement. You are asked to give this new teacher just ONE piece of advice. What would that be, and why? Enjoy your world expedition!

Blog Post - Week 7
This past week in my own teaching I felt a little disconnected which prompts my question to you, "What was the moment (or moments) when I felt most disconnected or disengaged as a teacher - the moment(s) I said to myself, I'm just going through the motions here?"

Fall Semester 2016 Blog Post - Week 6
For the past couple of weeks you have experienced asynchronous online learning (doing modules by yourself). Previously this semester you have experienced synchronous online learning (all together in the Collaborate room). Which do you think is more effective and why do you think that? Which do you like better, and why?

Fall Semester 2016 Blog Post - Week 5
This week we have what we call "open mic." You can write a post about anything related to your teaching that you would like responses from your classmates.

Fall Semester 2016 Blog Post - Week 4
Here is this week's question: "What was the event that most took me surprise this week - and event that shook me up, caught me off guard, gave me a jolt, or made me unexpectedly happy?"

Fall Semester 2016 Blog Post - Week 3
Please write a post about the following question, "In thinking about my past week teaching what is one thing I would do differently, and why?"

Fall Semester 2016 Blog Post - Week 2
Please write a post about the following question, " In thinking about my teaching activities this past week, of what do I feel most proud? Why?"

Fall Semester 2016 Blog Post - Week 1
Describe something you used in your program in the first weeks of school that you learned in the summer NTI program. How did it work? Did it get you off to a stronger start than last year?

Tuesday, April 15, 2014

Testing Conference

This is a very tricky topic just because there are so may angles that the parent, student, and teacher could debate. The one thing I would try to do as early as possible is to schedule a parent meeting with both the child and the parent(s) to see if all three or four of us can get a clear understanding of my expectations, the test itself, and a solution. One thing that I would assure the parents before the conference is that it is nobody's fault why the student failed the test, all of this would be discussed during the meeting. Once we figure out all of the factors which may contribute to the low grade, then we can start discussing what happened. One reason why I would want the student to be present is that if the student really struggled during the test, I would want his or her opinion of how the test could've been written differently so that the student can understand future tests better. Something that may happen that could be unexpected is that a child may have a learning disability to comprehend certain types of assessments and that might require further testing. In my opinion it's a win-win situation for everyone that is involved. The final thing I would do in this parent teacher conference is I would ask the parents if they understood the test as well. If the parents see the test, then they can get a better understanding of the structure of the test and what is expected. The bottom line is, I don't want to play the blame game, I want to come to a solution so that everyone involved is happy. I feel that there is too much blame going on now, and no solutions being offered. I believe having a face-to-face conference is the best way to come to a solution.

1 comment:

TSS said...

I agree with having a parent conference and coming to a solution instead of placing blame. I believe everyone in this situation has to take ownership. As a teacher, it is our duty to fairly test. As a student, it is their job to make sure they study and prepare for an exam. Having the student to go over the test with the parent will probably shed some light on what works best for the student. As stated, it could very well be other obstacles that are not known to parent, student or teacher.
A few weeks ago, our region superintendent spoke on how she was taking a major exam and was not able to complete it in its entirety. The teacher decided to read her the questions on the remaining of the test and allow her to answer them orally. That gesture played a major part in her completion of graduate school.
I want to be that teacher that takes into account all aspects; however, I don’t want to give the students a crunch with “I’m not a good test taker when they truly did not study”