Using a Feedback Form to Communicate with Students

1996 ◽  
Vol 89 (3) ◽  
pp. 184-185
Author(s):  
Margaret A. Potter
Keyword(s):  
Student Teacher ◽  
Journal Writing ◽  
School Mathematics ◽  
Feedback Form ◽  
Evaluation Standards ◽  
Teacher Communication ◽  
Teacher Student ◽  
Great Insight ◽  
Teachers And Students ◽  
Insight Into

The NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) has caused a stir of creativity, some of which has been used to devise ways to align instruction and teacher-student or student-teacher communication. One of the more visionary methods for assessment that teachers are currently using is journal writing. Journals can give both teachers and students great insight into a student's progress throughout a grading period.

Making Connections: Journal Writing and the Professional Teaching Standards

1995 ◽  
Vol 88 (2) ◽  
pp. 92-95 ◽  
Author(s):  
Carolyn Stewart ◽  
Lucindia Chance
Keyword(s):  
Journal Writing ◽  
Mathematics Classroom ◽  
Writing To Learn ◽  
Teaching Standards ◽  
Teacher Student ◽  
Instructional Technique ◽  
Affective Influences ◽  
Professional Teaching ◽  
Journal Entries ◽  
Insight Into

Can the national focus on the NCTM's Standards be combined with the focus on writing to learn to streng then mathematics instruction? The NCTM's Professional Standards for Teaching Mathematics (1991) supports the use of writing as an instructional technique. The possibilities suggested for journal writing in the mathematics classroom challenged these authors to explore the available literature. Several studies appeared promising (Linn 1989; Miller and England 1989; Powell and Lopez 1989; Richards 1990; Rose 1989; Skiba 1990; Vukovich 1985; White and Dunn 1989). Where as most of these projects indicated that journal writing increased mathematical ability and decreased anxiety, too few studies actually delineated the content of the journal entries to any great extent. Moreover, many of the investigations did not consider the context within which students and teachers operate. The relevance and interaction of teacher, student, and subject matter were often overlooked. This situation further challenged the authors to extend and broaden the investigation of journal writing into a more global study-one of practical inquiry, not only exploring the cognitive and affective influences of journal writing but seeking situational insight into, and understanding of, the mathematics classroom.

Implementing The Standards: Students' Microcomputer-Aided Exploration in Geometry

1990 ◽  
Vol 83 (8) ◽  
pp. 628-635
Author(s):  
Daniel Chazan
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematical Structure ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Mathematical Connections ◽  
Teachers And Students ◽  
K 12

Four important themes presented in the K–12 Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989) are mathematics as problem solving, mathematics as communication, mathematics as reasoning, and mathematical connections. The high school component also stresses mathematical structure. Furthermore, the Standards calls for new roles for teachers and students and suggests that microcomputer technology can help support teachers and students in taking on these new roles.

Teachers and Students’ Meaning and View on Grades

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Marvin S. Daguplo
Keyword(s):  
Comparative Study ◽  
Student Teacher ◽  
Teacher Communication ◽  
Course Content ◽  
Impact Process ◽  
Basic Assumptions ◽  
Significant Difference ◽  
Teachers And Students ◽  
Communication Evaluation ◽  
Causal Comparative

The misunderstandings, conflicts, and frustrations that surround student-teacher communication about grades arise from the disparity between their basic assumptions about what grades mean and how they are derived. Anchored on the perspective of Goulden and Griffin (1997), this causal-comparative study tried to assess students’ and teachers’ perspective on the meaning of grades, and test the hypothesis that conflict on the meaning of grades ceased to subsist in the minds of students and teachers. A total of 39 teachers and 170 students responded the standardized questionnaire and revealed their satisfying experiences of constant conversation about grades. Both even revealed that this conversation sometimes leads to the changing of grades. Further analysis, however, revealed that despite students and teachers’ agreements on some aspects on the meaning of grades, a statistically significant difference between their views were observed whenever grades are understood as information; its impact to students; the process of getting it; and its validity as a measure of mastery of course content. Being able to reject the hypothesis, it is recommended that aside from an intense explanation on the process and the validity of grades, the use of various, authentic, and appropriate tools in evaluating students’ complex performance must be employed. Keywords - Information, Impact, Process, validity, Grade Communication, Evaluation, Assessment

scholarly journals Determination of Student Opinions on Usage of Social Media and Mobile Tools in Student-Teacher, Student-Student Communication

2019 ◽  
Vol 14 (22) ◽  
pp. 19
Author(s):  
Hasan Denizalp ◽  
Fezile Ozdamli
Keyword(s):  
Social Media ◽  
Student Teacher ◽  
Mobile Applications ◽  
Communication Technologies ◽  
Student Opinions ◽  
Teacher Student ◽  
Technological Advances ◽  
Teachers And Students ◽  
New Generation ◽  
The Impact

Since Depending on technological advances, development of social media and mobile applications today reshape communication, education and teaching system. The extent to which social media and mobile applications which are especially used by new generation youth frequently will be beneficial in student-teacher and student-student communication is becoming more and more important. This research is based on the opinions of students on the usage of social media and mobile applications in education which take considerable time of teachers and students, social networks and mobile applications were used with the purpose of communication in science and communication technologies for 12 weeks. Thirty-five teacher candidates attended the study. At the end of the application interviews were held with 20 students and according to the findings obtained, an effort was paid to determine the impact of social media and mobile applications in student-teacher and student-student communication. Discussions and recommendations on obtained findings were presented.

Implementing the Assessment Standards for School Mathematics

1998 ◽  
Vol 91 (9) ◽  
pp. 786-793
Author(s):  
Denisse R. Thompson ◽  
Sharon L. Senk
Keyword(s):  
School Mathematics ◽  
Assessment Practices ◽  
Specific Task ◽  
Evaluation Standards ◽  
Know How ◽  
Solution Strategies ◽  
Assessment Standards ◽  
Choice Tasks ◽  
Broad Outline ◽  
Insight Into

Recommendations in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and in the Assessment Standards for School Mathematics (NCTM 1995) encourage teachers to incorporate into their curriculum and assessment practices more tasks that require students to construct their own responses, as opposed to primarily using tasks for which a response is provided, such as true-orfalse or multiple-choice tasks. Constructed responses enable students to demonstrate their depth of understanding of mathematics and give teachers greater insight into their students' knowledge of concepts. But when students are required to write about mathematics or explain their solution strategies, teachers want to know how to score such responses. Teachers have therefore become more interested in issues related to rubrics. A rubric is a set of guidelines for evaluating students' responses to one or more tasks. A general rubric is a broad outline that indicates vatious levels of performance and the factors that teachers should consider when specifying performance levels; a task-specific rubric interprets the general rubric for a specific task and specifies the particular mathematical aspects of the task that determine each level of performance (NCTM 1995; California Mathematics Council 1993).

scholarly journals Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

2012 ◽  
Vol 29 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Mark Kavenagh ◽  
Elizabeth Freeman ◽  
Mary Ainley
Keyword(s):  
Teacher Perceptions ◽  
Student Teacher ◽  
Help Seeking ◽  
Strong Relationship ◽  
Adolescent Boys ◽  
Teachers Perceptions ◽  
Student Teacher Relationship ◽  
English Class ◽  
Teacher Student ◽  
Teachers And Students

Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

scholarly journals Empowering Online Methods of Student-Teacher Communication: The Opportunities and Challenges of Web-Based Technologies and Social Media During COVID-19 Lockdown

2020 ◽  
Vol V (II) ◽  
pp. 238-248
Author(s):  
Nasrin Akhter ◽  
Muhammad Naseer Ud Din ◽  
Muhammad Imran
Keyword(s):  
Social Media ◽  
Student Teacher ◽  
Communication Systems ◽  
Student Perception ◽  
Collaborative Work ◽  
Structured Interviews ◽  
Web Based ◽  
Teacher Communication ◽  
Teachers And Students ◽  
Worldwide Network

The use of web-based technologies and social media to enhance student-teacher communication is a growing trend in education in recent times. After the COVID 19 pandemic, the worldwide network has been widely used and the infrastructure for information quickly developed. This study aims to explore the perceptions of teachers and students about the use of web and social media during the COVID-19 pandemic at postgraduate level. Firstly, this study employs a questionnaire to examine student perception about uses of web-based technologies and social media. Data were collected from 500 students from different departments at the universities. Secondly, semi-structured interviews were conducted with 10 teachers. The findings indicate that the social media are revolutionizing communication systems and are helpful in on-line classes, with collaborative work and research coordination during the COVID-19 pandemic. This study recommended extensive use of webs and social media for efficient communication between teachers and students.

The Cross-Lagged Relations Between Teacher-Student Relatedness and Reading Achievement of Academically At-Risk Students

2018 ◽  
Vol 39 (5) ◽  
pp. 717-744
Author(s):  
Imelda S. Caleon ◽  
Ma. Glenda L. Wui
Keyword(s):  
At Risk ◽  
Reading Achievement ◽  
Cognitive Ability ◽  
Student Teacher ◽  
General Cognitive Ability ◽  
Teacher Communication ◽  
Teacher Student ◽  
The Cross ◽  
Teacher Trust ◽  
Negative Predictor

This two-wave study examined the cross-lagged relations between teacher-student relatedness (student-teacher communication, teacher trust, and teacher alienation) and reading achievement of academically at-risk secondary students ( N = 787) in Singapore. Compared with the cohort, these students had lower aggregate scores in a national examination administered at Grade 6. The results of the study showed that teacher trust at T1 (Grade 7) served as a positive predictor while student-teacher communication at T1 served as a negative predictor of reading achievement at T2 (Grade 8), after controlling for reading achievement at T1, gender, and general cognitive ability. Reading achievement at T1 was found to be a negative predictor of all dimensions of teacher-student relatedness, except teacher trust, at T2, even after accounting for the effects of teacher-student relatedness at T1, gender, and general cognitive ability. The results of the study reflect the complexity of the relationship between students’ academic achievement and teacher-student relatedness.

Implementing the Assessment Standards for School Mathematics: Assessing Students' Thinking through Writing

1996 ◽  
Vol 89 (5) ◽  
pp. 428-432 ◽  
Author(s):  
Jennifer Mayer ◽  
Susan Hillman
Keyword(s):  
Writing Process ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Teachers And Students ◽  
Assessment Standards

Why do I ask my students to write? Why is writing important? What do teachers and students learn from the writing process? These questions cannot be ignored if the theme of communication in the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the guidelines suggested in the Assessment Standards for School Mathematics (NCTM 1995) are to be seriously considered.

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