promt 3

In my classroom, the students are very diverse. The kids come from every economic, ethnic, and social background. In prompt 3 it asks how a teacher could be responsive to this during the assement process. I believe that a teacher that has been trained well should be able to access the students in an equal manner, but in the same breath, be aware of what the student is capable of doing. It is true that all students learn at different rates. How does a teacher handle that when one student learns something really quickly, but then you have a student that just does not understand it? In one of my own content classes in college, my teacher does not weight tests and quizzes as heavily as, let’s say, your own creative process. Granted this would be hard to pull off in the higher levels of high school. But if children can learn something in a different way, and that may take a shorter time, who you be able to access that child better then the child that need a couple of extra days? In the world of standardized testing, you need to, and that’s so wrong in my eyes. Also, what if you have an ESL student in your class, and it takes them a little longer? Why do they need to be penalized with a bad grade because they are not completely fluent in English? We live in a society that covets the grade, but not the material learned. This is extremely pitiful: to be one hundred percent honest. In Browns essay on “In the good and bad of girlhood” kind of shows what I’m talking about. These teachers had preconceived notions of how these girls are supposed to act. And with that brought bias and near hatred against them. Which A) isn’t fair, and most of all B) is not teacher like at all.