For students to complete assignments, they need to know what is being asked of them. One common mistake that teachers make is not clearly explaining directions or concepts to students. Some teachers may even assume that students already know something or can infer something; this is a mistake because students may not have learned the concept previously.
Teachers also need to teach in a way that works for all students. According to Piaget, students have different styles of learning, some students need more manipulatives while other students may be able to understand concepts just by reading directions. Teachers need to find out which Piaget stage each of their students are in and frame their lesson plans in a way that will create effective learning for all of the students.
In my classroom, I will demonstrate communicating with students by making sure that I guide assignments and learning in a way that engages all of the students in learning. I will do this by including two-way conversation with students during instruction such as asking students questions that will lead them to solving problems on their own. When students learn how to solve math problems by talking through the problems, they gain a deeper understanding than if the teacher just demonstrates how to solve problems without the two-way communication.
Danielson, Charlotte. (2011). Domain 3 Instruction. The Framework For Teaching Evaluation Instrument. Retrieved from http://static.pdesas.org/content/documents/danielson_rubric_53.pdf
Teachers also need to teach in a way that works for all students. According to Piaget, students have different styles of learning, some students need more manipulatives while other students may be able to understand concepts just by reading directions. Teachers need to find out which Piaget stage each of their students are in and frame their lesson plans in a way that will create effective learning for all of the students.
In my classroom, I will demonstrate communicating with students by making sure that I guide assignments and learning in a way that engages all of the students in learning. I will do this by including two-way conversation with students during instruction such as asking students questions that will lead them to solving problems on their own. When students learn how to solve math problems by talking through the problems, they gain a deeper understanding than if the teacher just demonstrates how to solve problems without the two-way communication.
Danielson, Charlotte. (2011). Domain 3 Instruction. The Framework For Teaching Evaluation Instrument. Retrieved from http://static.pdesas.org/content/documents/danielson_rubric_53.pdf