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Teachers now had direct responsibility for their pupils learning. We are in a key position to observe SEN pupils' responses in class and should recognise learners who are experiencing difficulties in learning. We should try out different teaching methods to help meet their needs. In addition teachers should be encouraged to keep full records of their pupils' progress to include information about professional consultations and Assessments.

学生的观点——The student's perspective

Whatever we choose to do as teachers, we must begin with the students' own view of things. What do they know, or think they know, about the topic? What differentiations do they make, and what values do they place on these differentiations? Journeys always begin where you are.

We must adapt not only to the students' understanding of the topic, but to their understanding of the world. Some will have more experience of methods of problem-solving or creativity or have more general background to draw from. We can't take these things for granted.

Also part of this background are their native abilities, whether truly genetic or simply learned at a tender age, rapid versus slow capacity for learning, learned or inborn energy levels etc. In other words, we must be aware of all those various and contrasting things we often label intelligence.

The question remains (and it is a difficult one): How do we as teachers become aware of the students' view? One answer is to test them. We have arrived at the point where we see tests as feedback rather than purely evaluative instruments. But why not see tests as feedback for the teacher?  Sadly, many teachers see poor test performance only as indications of a lack on the student's part.  I believe that it's time for these teachers to begin taking some of the responsibility.

There are for students and teachers, more immediate and continual forms of feedback. Teaching is an interaction, and if you are aware of students' responses to your presentation, you will receive important information, their understanding.  If they laugh when you expect them to, look puzzled when you expect them to; ask questions when you expect them to, and so on, it is at least more likely that you and they are 'in sync.'

But we can be more direct, we can ask. We can ask them for their views, ask them if they understand, ask for examples, and ask them to explain to others (for in teaching we learn'), and so on.  Education should be a reciprocal process. If you are not learning something in your classes, your expectations will undoubtedly not be met.

测试和反馈——Tests and feedback

Some things, such as learning to drive a car, give immediate and continual feedback:  When you don't steer properly, you wind up on the pavement or worse. The driving test that comes afterwards is not intended to be feedback to improve learning; it is intended to keep incompetent drivers off the roads.  Video and computer games similarly provide immediate and continual feedback, so parents seldom need to encourage their children to practice harder at the Nintendo. The involvement turns what m本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。