Magazine Authentic Leadership Guide: Not all leaders are good and acknowledgement of this can often be the first step towards better leadership. In order to lead better, leaders and academics have turned to the idea of authentic leadership.
In my 8th grade English language arts classroom, I often use the Socrative student-response system to ask students multiple-choice or short-answer questions at the beginning of class about the novel they are reading.
They can use iPads, laptops, or smartphones to answer the questions; and the program immediately sends me a report with student responses that I can use to address comprehension issues right away.
The last time my students took one of these reading check-in quizzes, for example, it showed that almost half of them did not understand how one of the plot events affected the protagonist's characterization.
As a result, I changed my lesson for the day to focus on indirect characterization. For example, to create a mind map of a U. Civil War battle, students need to convey all of the information they've learned about that battle with minimal text. A large key might indicate that the battle was the "key" to victory, a graph representing the number of soldiers might reveal one side's advantage, and so on.
To create these mind maps, students need to determine what they know and then choose a way to represent the information. Both the process and the product reveal to me the depth of a student's learning.
These assessments can be used formatively throughout a unit—with students adding information as they learn more—and also as a summative assessment at the end. Students use examples from their own work during the semester to show how they have grown as writers, how their approach to and attitude about writing have changed, and what writing goals they have for the future.
This is, hands-down, the best piece of writing most of them do all semester. I use the results not only to evaluate their readiness to move on in our writing program, but also as valuable feedback for the course itself.
Each semester, the course changes in response to the students' comments. Working together, students and I set individual learning goals. I use Evernote to record the conferences and take photos of students' notebooks and work samples. I use the results of these conferences to determine students' progress toward learning targets and to plan instruction based on their needs.
I have a pocket chart mounted on the wall right next to my classroom door. Each day, students write on an index card a brief reflection about their learning, either in response to a specific prompt from me or on their own.
I collect and review the index cards daily. Sometimes I use the information as fodder for the next day's class meeting, and other times I use it to group students by their strengths and challenges for instruction.
We keep these exit tickets from month to month to reflect on personal growth throughout the school year.
I usually showcase selected student answers in class anonymously of course and make connections to the new learning for the week. This assessment can show me patterns of misconceptions among students. If we prepare students by giving them clear instructions about how to reflect on their progress or their completion of a task, they will almost always diagnose their own strengths and weaknesses accurately.
Recently, a self-evaluation exercise on a persuasive essay allowed my 9th grade literature students to volunteer comments ranging from the practical "I need to start wearing my glasses—I can't see the whiteboard and made some mistakes I could have avoided" to the thoughtful "I found this too easy.
I need to work on challenging myself to use a deeper vocabulary". Student self-evaluation enables me to see where I need to target reteaching and improve my content or teaching style.From a group of academic pioneers in to the Free Speech Movement in , Berkeley is a place where the brightest minds from across the globe come together to .
The Praxis ® tests measure the academic skills and subject-specific content knowledge needed for teaching. The Praxis tests are taken by individuals entering the teaching profession as part of the certification process required by many states and professional licensing organizations. Earlier, we discussed why having a leadership philosophy is essential.
The importance is based on Character, Consistency, and Collaboration. Understanding the value may be the easy part.
The challenge is in taking the time to develop your leadership philosophy and then use it. The process to develop. While the idea of servant leadership goes back at least two thousand years, the modern servant leadership movement was launched by Robert K.
Greenleaf in with the publication of his classic essay, The Servant as regardbouddhiste.com was in that essay that he coined the words "servant-leader" and "servant leadership.". Search to find a specific leadership essay or browse from the list below: Reflection on Leadership Skills for the Forces Task 1: From LC “Context” lessons , describe ONE significant insight that you have gained and explain why.
How to Write a Reflection Paper. In this Article: Article Summary Sample Outline and Paper Brainstorming Organizing a Reflection Paper As You Write Community Q&A Reflection papers allow you to communicate with your instructor about how a specific article, lesson, lecture, or experience shapes your understanding of class-related material.