Sharing positive feedback from students because #teaching is a tough gig and getting tougher. It aint for the weak hearted. Many days I feel like I am wading through liquefaction. Takes all my energy to make each student feel important and often I fail. So here goes goodness...
'I enjoy Mrs Roxborogh's classes and it would be great to have more Te Reo Maori in our class. Mrs Roxborogh is understanding and it feels like she cares about our learning."
"I LOVE THIS CLASS SO MUCH. I have learned and developed so much this year and the way she teaches is incredibly inclusive and I feel like I don’t fall behind the others if I miss a few days."
Many things might spring to mind when someone says the word assessment, so this thread aims to clarify that our Assessment Lead Programme is nothing to do with data drops or tracking systems but everything to do with using the craft of assessment to support teaching & learning
When we talk about assessment, we’re referring to a planned, purposeful process that produces valuable information that leads to better decisions about #teaching & #learning
By supporting you to make your assessment practice & approach more effective & efficient, you can do more with less for a more manageable & meaningful use of #assessment
Day 1 of summer school down. We’re reading Wilson’s FENCES. Our first paired text was Morrison's “Recitatif.” Tomorrow, it’s the “Bona and Paul” Excerpt from Jean Toomer’s CANE. #pairedtexts#engchat#litchat
Day 2 included a close reading of “Bona and Paul,” followed by theme statements for the story, and a gender-flipped reading of Act One Scene One of FENCES. Two girls read the parts of Troy and Bono and there was much engagement and laughter.
Preliminary Notes from Day 3:
Student to me: Did you pick FENCES or did they tell you to teach it?
Me: No, I picked it. I love teaching it.
Him: You picked a good one.
I recently talked with graduate students in a seminar on #teaching practices in #HigherEducation about how to design and teach a course when you are not an expert on all of the content--which is really what most teaching is. Here are the main takeaways for those interested. 1/
In my experience, there are four main mistakes that novices often make when designing and teaching a course for the first time.
First, they approach the task by venturing off on their own into the wilderness of literature on all of the topics they don't know well. 2/
In other words, they prepare for course design as if it is a qualifying exam, attempting to become experts on all of the topics that the course will/should/must cover. 3/