ICTS Assessment of Professional Teaching Tests 101-104 by Sharon Wynne

By Sharon Wynne

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Extra resources for ICTS Assessment of Professional Teaching Tests 101-104 Teacher Certification, 2nd Edition (XAM ICTS)

Example text

Monitor your own reactions to students to ensure equal responses to males and females, as well as differently-performing students. Don’t “protect” students from criticism because of their ethnicity or gender. Likewise, acknowledge and praise all meritorious work without singling out any one student. Both actions can make all students hyper-aware of ethnic and gender differences and cause anxiety or resentment throughout the class. Emphasize the importance of discussing and considering different viewpoints and opinions.

Teachers can use various toolkits of assessing integration and incorporation of ethnic and cultural inclusion in classroom. Effective promotion should translate into increased academic success and opportunities for all students. Looking at diverse or homogenous groupings in the classroom can provide teachers with opportunities to restructure cooperative learning groupings and increase diverse student interactions, which can provide increased improvements for school communities. ASSESSMENT OF PROF.

TEACH. 8 TEACHER CERTIFICATION STUDY GUIDE Detail Detail Detail Main Point Detail Main Point Detail Detail TOPIC Main Point Detail Detail ASSESSMENT OF PROF. TEACH. 9 Detail TEACHER CERTIFICATION STUDY GUIDE Inquiry All learning begins with the learner. What children know and what they want to learn are not just constraints on what can be taught; they are the very foundation for learning. Dewey's description of the four primary interests of the child are still appropriate starting points: • the child's instinctive desire to find things out • in conversation, the propensity children have to communicate • in construction, their delight in making things • in their gifts of artistic expression.

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