My beliefs, perceptions and instructional methods did not change much. Mixed-ability academies matched what I believe much better than the standard/advanced class set-up. I believe that every child will rise to the expectations that are given to them and the academies held a high expectation for every child. Getting past the "I'm standard. Why do I have to do ...?" is not a problem in the academies.
The only real change I made, was to make sure that I provided more examples to all students than I would in a class with advanced only students. I also share more of my own writing, art and so on when sharing expectations of a given project or assignment.
My beliefs about what “standard” students were capable of increased dramatically. I also saw the students perceptions of themselves change. As they were successful, they wanted more and more to repeat that. Their desire for success motivated me to raise my level of instruction to help ensure that success. I believed if I taught it they should learn it. I realized that some students do not learn how I learn (and how I am most likely to teach) and as I began to explore new methods of instruction, I began to grow as a teacher. I also tried to repeat my successes. This led to a cycle that has been beneficial for my students as well as for me. I believe my perceptions and my students perceptions changed greatly, and for the better.
My beliefs and perceptions did not change very much. As a teacher of 10th grade students who ALL take the AHSGE, with no exceptionality, I felt all students must be pushed to attain the highest level of achievement possible. What did have to change were my methods. I had to focus on ways to reach the multitude of ability levels and learning styles in each classroom. I had to make my lessons more visual, active, and interactive. This required more time planning and implementing lessons. I had to gather resources that would more easily lend themselves to these new methods and I had to be willing to try things that were out of my comfort zone.
As a teacher of a 9th grade academy and a 11th grade advanced/standard setting, I have seen how the academy has helped even with those students are regrouped back into their advanced/standard classes. Students continue to achieve because they have seen in the academy what they can do. I have seen a trend in where I as a teacher I have tried to hold those standard students to higher expectations.
My beliefs, perceptions and instructional methods did not change much. Mixed-ability academies matched what I believe much better than the standard/advanced class set-up. I believe that every child will rise to the expectations that are given to them and the academies held a high expectation for every child. Getting past the "I'm standard. Why do I have to do ...?" is not a problem in the academies.
ReplyDeleteThe only real change I made, was to make sure that I provided more examples to all students than I would in a class with advanced only students. I also share more of my own writing, art and so on when sharing expectations of a given project or assignment.
I guess this is the most important question for the entire research process, so please think about it deeply. Thanks!
ReplyDeleteMy beliefs about what “standard” students were capable of increased dramatically. I also saw the students perceptions of themselves change. As they were successful, they wanted more and more to repeat that. Their desire for success motivated me to raise my level of instruction to help ensure that success. I believed if I taught it they should learn it. I realized that some students do not learn how I learn (and how I am most likely to teach) and as I began to explore new methods of instruction, I began to grow as a teacher. I also tried to repeat my successes. This led to a cycle that has been beneficial for my students as well as for me. I believe my perceptions and my students perceptions changed greatly, and for the better.
ReplyDeleteMy beliefs and perceptions did not change very much. As a teacher of 10th grade students who ALL take the AHSGE, with no exceptionality, I felt all students must be pushed to attain the highest level of achievement possible. What did have to change were my methods. I had to focus on ways to reach the multitude of ability levels and learning styles in each classroom. I had to make my lessons more visual, active, and interactive. This required more time planning and implementing lessons. I had to gather resources that would more easily lend themselves to these new methods and I had to be willing to try things that were out of my comfort zone.
ReplyDeleteAs a teacher of a 9th grade academy and a 11th grade advanced/standard setting, I have seen how the academy has helped even with those students are regrouped back into their advanced/standard classes. Students continue to achieve because they have seen in the academy what they can do. I have seen a trend in where I as a teacher I have tried to hold those standard students to higher expectations.
ReplyDelete