| Author |
Message |
newyorker (Newyorker)
New member
Username: Newyorker
Post Number: 1
Registered: 2-2006
| | Posted on Sunday, February 12, 2006 - 12:50 pm: |       |
I am having so much trouble pleasing my principal. My plan book is checked at least once a month. All of the sudden he is focusing on my objectives. He would like a few objectives for each class and says all of them should be measurable. How will I know each and every child has met these goals by the end of class?
For example: What they know... I always ask questions in the beginning of class and during closure.. but how do I know EACH and EVERY child understands. He brings up written tests, but I dont want to use activity time for test time. He says the objectives should be measurable for every child for every class. I have objectives for every class in my plan book but how do I know EVERY child is achieving these goals? How do I do this? |
Lee Przygocki
Unregistered guest
| | Posted on Thursday, February 16, 2006 - 3:19 pm: | |
I have an idea for you. The idea would be that you come up with one key point for each lesson that you really want to focus on and have a written assessment. I know that the whole lesson is very important but for the sake of having measurable objectives you may have to have the students sitting if your principal would like proof.
In stead of a question and answer type closer. Pass out a small piece of paper with one or two questions about the lesson that you want to students to know about. It could be multiple choice, fill in, draw a picture, matching or true/false. That way you can show your principle, if the students are really getting the information and which students is not.
This is only an idea, I am not saying to do it or that it will really work. I just thought that I could help point you in the right direction.
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jamesholtz
Unregistered guest
| | Posted on Thursday, March 02, 2006 - 10:32 am: | |
It also sounds like your principal is ignorant to the difference between learning spelling words and being able to dribble a basketball the length of a court. The brain can learn spelling words in 20 minutes however, it can take years to develop dribbling skills. You may want to sit him down and explain to him that brain function between academic work and motor performance is like night and day. Daily assessments are almost impossible. What you could present is a unit assessment showing improvement. Test the kids on day one at whatever you want to test them on. Test them again on the last day of the unit and see if they improved. That's more realistic as well as practical. |
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