Academic
Achievement
I am proud of a myriad of academic
achievement results that I have driven as a responsible educator. My ability to
deploy several skills and actions is what facilitated to the emergence of these
positive results. I rarely experienced failures that I always solved diligently
for my greater good. Fairness, respect, and care are the attributes, which sensitized
me as an educator to embrace actions that facilitated a thrive of positive
academic results, although I encountered some worthwhile challenges.
Prompt # 1
The aspect of fairness enabled me to
vary assignments, activities, and instructional strategies for the benefit of
all the young elementary pupils who I instructed on an occasional basis. The
ability of any particular instructor to improve his/her instructional
strategies is a move that guarantees academic excellence (Tierney, 2016). The newly introduced strategies
results in a meaningful presentation of content to learners as a way of fostering
education.
I was caring to a
point of monitoring and enhancing the students’ mode of learning by providing informative
and timely feedback, utilizing post and pre-assessments to assess the level of
their understanding, and re-teaching them the reading materials. Utilization of
these monitoring skills results in maximization of instructional time through effective
classroom organization and management. I respected the interest of all the students
by dedicating extra time for reflection and instructional preparation. Additional
time enables the less intelligent students to have a good understanding of the
content (Tierney, 2016). All of these actions
facilitated the constant improvement of all the students irregardless of their
academic diversity.
Prompt # 2
I vividly remember a time when I encountered
a challenge of failing to achieve my goal as an individual. I had planned to change
the way of instructing a group of elementary students in an anticipation that they
would improve their practical and literal academic skills. I prioritized on
class discussions with the aim of ensuring that all of them would acquire good grades in an assessment that I
occasionally prepared for them. Nevertheless, that was not the case because over
60 % of them scored grades that were below my expectations. However, the incident
helped me to improve myself in a number of ways. Firstly, I learned that a
closer evaluation of the progress of all the pupils is a strategy that would enable
me to assess their level of receptivity. Most importantly, the move would
enable me to assist the less intelligent learners in capturing and summarizing the
essential information in a manner that would enable them to remember with ease.
The close interaction with these elementary students would also enable me to guide
the higher intelligence students on how to improve their way of learning new
ideas. Secondly, I learned that all the learners do not have the same capacity to
pass the assessments. There are those who are naturally more intelligent and,
therefore, likely to achieve better grades than the others. The two lessons that
I learned enabled me to develop a mentality, which makes me believe that learners
are talented in different ways.
It goes without saying that
educators are more likely to learn new ideas on a daily basis. Many of them develop
new ways of handling their learners to ensure that all them are given the
opportunity to excel in academics. Ultimately, educators are believed to develop significantly when
they realize the benefits of constant personal improvement.
References
Tierney, R. (2016). Fairness in educational assessment. Encyclopedia
of Educational Philosophy and Theory, 4(2), 1-6. doi: 10.1007/978-981-287-532-7_400-1
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