HOW TO PREPARE STUDENTS FOR STANDARDIZED TESTS

Teaching is a daunting task to some extent. I hear people say the products teachers churn out represent their personality (their professional and academic qualities), and that no student can rise above her teacher. In as much as I disagree vehemently with this assertion, I must be quick to add that there is an iota of truth in how people compare the teacher’s capabilities to the standardized test scores of his students. For example, a teacher who is deficient in the content area he teaches may find it difficult to help students exhibit mastery over the content. Also, in some schools, there are teachers whose backgrounds are in content areas such as mathematics yet, for lack of space, they teach different areas such as English and Arts. Whatever the case may be, the onus lies on the teacher to explore all avenues to help her students show proof of achievement as far as standardized tests are concerned. I am not sure anybody can downplay the hell teachers go through to prepare individual students for standardized tests; preparing students for standardized tests such as the West African Senior School Certificate Examination (WASSCE), Basic Education Certificate Examination (BECE), and Aptitude tests for grades two and four pupils is demanding and energy-consuming. It involves the teacher’s creativity, foresight, consistency, and self-awareness. Notwithstanding, my personal experience, as someone who has been preparing students for standardized tests over the past eight years, made me prepare a checklist (I call it a checklist because, before the exams, I go through the list to see if I fulfill all areas), which I use as a guide while preparing students for the exams.

Here are some points to consider when preparing students for standardized tests:

Understand the format and content of the test: It is important to have a thorough understanding of the test your students will be taking. This includes knowing the types of questions, the format of the test, and the content areas covered. As teachers, we must be proactive in studying the format of standardized tests. This can be achieved by constantly reviewing past test items, which would help teachers identify the trend of the test over a given period. They would be able to identify if the format and content of the test have changed or remain the same over the period.

Teach test-taking strategies: Standardized tests often require specific test-taking strategies that students may not be familiar with. Teach them strategies such as time management, the process of elimination, and reading comprehension techniques. For example, every standardized test is time-bound and students must be able to answer the questions within the allotted time. This includes reading instructions, which I consider the most crucial thing for students to do in the examination hall. We must teach students to read and understand every question they would want to answer before jumping to answering them. They should also be trained to eliminate some questions, using the elimination method so that they are certain about the questions they want to respond to. This would prevent students from going back and forth in the examination room and help them manage their time.

Practice, practice, practice: Provide your students with enough opportunities to practice with sample tests and questions. It will help them become more familiar with the format and content of the test, and build their confidence. This can be done by letting them write as many mock exams as possible. When soldiers prepare for war, they practice all drills as well as how to move under commands. In the same vein, we need to engage our candidates in constant practice, putting the examination strategies into action. Here, constant feedback is key; it helps learners to identify their strengths and weaknesses so that they can be well-prepared for the examination.

Analyze results: Analyze past results and let students know how performance has been over the years and how they can maintain or improve performance. Also, use the results of practice/mock tests to identify areas where your students may need more support. This can help you focus your teaching efforts and tailor your instruction to better meet their needs. For example, after marking mock examinations, analyze the results using data analysis tools such as Microsoft Excel to identify individual students’ preparedness.

Foster a positive mindset: It is an undeniable fact that students who grow in a positive environment (an environment where teachers help learners to develop self-efficacy) would most likely feel confident during standardized examinations and vice-versa. Encourage your students to approach the test with a positive attitude. Do not put fear in the students, rather, remind them that their performance on the test is not a reflection of their worth as a person, and that they have the skills and knowledge to do well.

Overall, preparing students for standardized tests requires a combination of content knowledge, test-taking strategies, practice, result analysis, and a positive mindset. By using these tips, you can help your students feel more confident and prepared for their upcoming tests.

If you have more tips to help us prepare our students for standardized tests, please share them with us in the comment section. We would be glad to learn from your experience.

 

By:

Bright Damankah

Top of Form

 

HOW TEACHERS CAN INCORPORATE LEARNERS’ BACKGROUNDS INTO LESSONS

Introduction

In the 21^st century, classrooms are becoming more diverse (Forghani-Arani, Cerna, & Bannon, 2019), with students from various cultural and ethnic backgrounds. Teachers must acknowledge and respect this diversity and use it to create an inclusive and supportive learning environment. One of the ways to achieve this is by integrating students' backgrounds into lessons. This paper will discuss how teachers can integrate students' backgrounds into their lessons effectively, as well as explore the benefits of incorporating students’ backgrounds into their lessons.

Effective ways to incorporate students' backgrounds into lessons

There are several effective ways that teachers can integrate students' backgrounds into lessons. Firstly, they can use culturally responsive teaching strategies that incorporate students' cultural and ethnic backgrounds into the curriculum (Tanase, 2020). This could involve using culturally relevant texts, stories, and examples that resonate with students' experiences and identities (Ladson-Billings, 1995).

Moreover, teachers can create opportunities for students to share their cultural experiences and perspectives in class. This could involve assigning projects or presentations that allow students to showcase their cultural heritage and share their experiences with their classmates (Gorski, 2016). For example, when teaching a topic like Tourism, students could be made to make presentations on the tourist sites in their area and share with their colleagues, how those sceneries contribute to the socioeconomic development in their area. There should not be a case where all students are forced to talk about particular tourist sites, perhaps, which they may not be conversant about. All students must be allowed to express themselves from their frame of reference. This promotes learning, which is the goal of education.

Finally, teachers can also incorporate multicultural perspectives into the classroom by using diverse instructional materials, such as books, videos, and music, that expose students to different cultures and ways of life (Banks, 2001). Research shows that when diverse learning materials are used to explain concepts in the classroom, students are more likely to understand the concept better (Ragoonaden, Sivia, & Baxan, 2015). This means that if concepts are explained from different perspectives, where different worldviews are debated in the classroom and a consensus is built to promote learning, students would have a better understanding of curriculum issues, helping them to create their own meaning.

Benefits of integrating students' backgrounds into lessons

Integrating students' backgrounds into lessons has several benefits.

• Creates a sense of belongingness: It helps to foster a sense of belonging and inclusion for students. When teachers incorporate aspects of students' cultural and ethnic backgrounds into lessons, it validates their identities and promotes a positive self-image. This, in turn, enhances students' motivation and engagement, leading to improved academic outcomes (Gibson, 2020). It could be concluded that students feel loved if they feel that their identities are represented in the teacher’s instruction. This is a good way of creating a safe environment for all students. They respect one another’s views, a good recipe for class management.  
• It creates cultural awareness among students: It helps to promote cultural awareness and appreciation among students. When teachers incorporate different cultures into lessons (cultural knowledge and practices that represent students’ backgrounds in the classroom), students learn to appreciate and respect diverse perspectives and ways of life. This is crucial in today's globalized world, where cultural competence is a vital skill for success (Henderson & Mapp, 2002).
• It bridges the achievement gap: If teachers integrate students' backgrounds into lessons it helps to bridge the achievement gap. It is an undeniable fact that schools are located in environments, which have characteristics peculiar to students’ experiences and therefore, cannot be distanced from classroom practices. Students would feel emotionally attached to the teacher’s instruction if lessons are built on what the learners already know (the experiences they have while exploring their environments). “Adolescents who feel that they are part of a school community are more likely to perform better academically and be more motivated in school” (Battistich et al., 1997; Goodenow, 1993). Therefore, by integrating students' backgrounds into lessons, teachers can create an inclusive learning environment that supports all students, regardless of their background (Gay, 2002).

In conclusion, incorporating students' backgrounds into lessons is essential for creating an inclusive and supportive learning environment. Teachers must acknowledge and respect the diversity of their students and use it to enhance their learning experiences. By incorporating culturally responsive teaching strategies, creating opportunities for students to share their cultural experiences, and using diverse instructional materials, teachers can promote cultural awareness and appreciation, bridge the achievement gap, and create a positive and inclusive classroom environment.

References

Banks, J. A. (2001). Multicultural education: Historical development, dimensions, and practice. Phi Delta Kappan, 83(3), 196-203.

Battistich, V., Solomon, D., Watson, M. & Schaps, E. (1997) Caring School Communities. Educational Psychologist, 32(3), 137-151. http://dx.doi.org/10.1207/s15326985ep3203_1

Forghani-Arani, N., Cerna, L., & Bannon, M. (2019). The lives of teachers in diverse classrooms. OECD Education Working Paper No. 198, pp 1-49. https://one.oecd.org/document/EDU/WKP(2019)6/En/pdf

Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.

Gibson, A. (2020). Culturally Responsive Teaching: Strategies for Success. Education Digest, 85(7), 4-10.

Goodenow, C. (1993), “Classroom belonging among early adolescent students: relationships to motivation and achievement”, The Journal of Early Adolescence, Vol. 13/1, pp. 21-43, http://dx.doi.org/10.1177/0272431693013001002.

Gorski, P. (2016). Equity literacy for all. Educational leadership, 73(1), 34-40. https://eric.ed.gov/?id=EJ1062914

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. National Center for Family & Community Connections with Schools. 18-239. https://files.eric.ed.gov/fulltext/ED474521.pdf

Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34(3), 159-165.

Ragoonaden, O. K., Sivia, A., & Baxan, V. (2015). Teaching for diversity in teacher education: Transformative frameworks. The Journal for the Scholarship Teaching and Learning, 6(3), 1-16. https://files.eric.ed.gov/fulltext/EJ1084620.pdf  

Tanase, M. (2020). Is good teaching culturally responsive? Journal of Pedagogical Research, 4(3), 187-202. http://dx.doi.org/10.33902/JPR.2020063333

 

By:

Bright Damankah

TEACHING PHILOSOPHY STATEMENT EXAMPLES

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As educators, we must help our students to the best of our abilities. This means that we must find different ways/approaches of engaging our students to meet their individual needs. Nonetheless, how we value and see our students is directly proportional to our belief systems–the kind of upbringing we have, the school systems we have been through, the meanings we make out of literature/philosophies that we read, and the educational experts/philosophers/sociologists that we come into contact with, all play key roles in our quest to help our students attain their highest fit. For example, a teacher that was raised in an environment where children have no say in determining what is good for them is likely to hijack the teaching and learning process with little or no input from students–he employs teacher-centered approaches (such as lecture method) to “pour” content into the students’ heads–this is mostly seen in traditional African homes.

Whichever belief you have, you have to put them into a personal constitution known as a teaching philosophy statement. The question is, “what is a philosophy?” In simple terms, it is a principle, guidelines, or belief system that guides one’s actions. Therefore, teaching philosophy is a set of principles or guidelines that guides all that a teacher does in a school setting. These guidelines or principles which I call personal constitution must be written down in most cases in teacher portfolios; it represents your personality as a teacher. All thanks to the 21st-century education systems–there is numerous literature from different philosophers, representing various philosophies of education: realists, idealists, pragmatists/progressivists, existentialists, etc. that can help the teacher to develop her own philosophies.

Before you start to write your teaching philosophy statement, ask yourself the following questions:

·         Why am I a teacher?

·         Who are my students?

·         What do I want them to be in the future?

·         What am I teaching them?

·         How am I going to teach them?

Answers to the aforementioned questions would direct you to write your teaching philosophy statement. For example:

Why am I a teacher?

I am a teacher with the responsibility of providing the necessary environment that would help unlock my students’ intelligence and personalities.

Who are my students?

I believe that my students are different individuals with different capabilities. They have different aspirations and passions. They are naturally gifted to think critically and creatively. They are individuals who need to be guided to take their place in this ever-changing world.

What do I want them to be in the future?

I hope to facilitate the processes around them to help them become what they want to become. I believe it is not my mandate to channel their paths for them rather; it is my mandate to guide them to create their own paths.

What am I teaching them?

I hope to guide them to learn what interests them.

How am I going to teach them?

I will create a classroom that is based on democratic principles by allowing every student to grow through a well-planned process. I will employ learner-centred pedagogies such as group/individual projects, learning/activity stations, group presentations, group discussions. I will prioritize assessing students’ effort rather than predetermined performance. I will help them to develop critical and inquiry skills by challenging them with thought-provoking questions; I will develop a personal student tracking system to help every student (even past students) grow into becoming economically stable; morally sound; socially acceptable; and most importantly, to become global citizens.

Examples of Teaching Philosophy Statements

Example 1 (Using poems)

To teach is to light a fire,

To ignite a passion within,

It's to guide, inspire and lead,

And to help learners begin.

In every student lies a spark,

A potential waiting to be kindled,

My role as a teacher is to nourish,

And to ensure that it's not dwindled.

Learning is a journey of discovery,

Where one explores and finds their way,

As a teacher, I strive to create,

A safe and nurturing space to stay.

To teach is to open doors,

To new ideas, perspectives and more,

It's to create opportunities,

And to help students explore.

My philosophy is simple yet profound,

To educate with care, respect and love,

To empower students with knowledge,

And to guide them to rise above.

Teaching is a noble profession,

An opportunity to make a difference,

To share knowledge, encourage growth,

And to foster lifelong persistence.

Education is the key to success,

It unlocks doors to endless possibilities,

My philosophy as a teacher is to help,

My students reach their full abilities.

My teaching philosophy is to inspire,

To bring learning to life,

To engage, encourage and challenge,

And to help my students thrive.

My goal is to make all learners achievers.

Example 2

My teaching philosophy centers on the belief that every student has the potential to learn and grow. As a teacher, it is my responsibility to create an inclusive and supportive environment where all students feel valued and encouraged to participate. I believe that students learn best when they are actively engaged in the learning process and when they have the opportunity to apply their knowledge to real-world situations.

I am committed to providing a student-centered approach to teaching that is grounded in research-based best practices. This approach emphasizes the importance of understanding each student's individual learning style, interests, and strengths, and tailoring instruction to meet their unique needs.

My ultimate goal as a teacher is to inspire and empower students to become lifelong learners who are motivated to pursue their passions and make meaningful contributions to society. I believe that teaching is a collaborative process that requires a strong partnership between the teacher, the student, and their families.

Example 3

As a teacher, I believe that education is not just about transferring knowledge but also about shaping the future of society. Therefore, my teaching philosophy centers around providing students with a well-rounded education that equips them with the skills, knowledge, and values to become responsible and successful members of their communities.

First and foremost, I believe that education should be student-centered, meaning that the needs, interests, and abilities of each student should be taken into account when planning and delivering instruction. This approach allows me to create a learning environment that is inclusive, supportive, and engaging. I strive to create an atmosphere where students feel comfortable sharing their ideas and opinions, and where they are encouraged to collaborate and think critically. To achieve this, I use a variety of instructional strategies that cater to different learning styles, such as active learning, group work, and project-based learning. I also believe that technology can enhance the learning experience and promote creativity and innovation.

In addition to academic knowledge, I also believe that teaching should focus on the development of character and social-emotional skills. I believe that it is important for students to develop empathy, kindness, and resilience, which will help them navigate their personal and professional lives. Therefore, I integrate character education and mindfulness practices into my teaching, which help students develop a positive self-image and build healthy relationships with others.

Furthermore, I believe that education should foster curiosity, a love for learning, and a desire for lifelong learning. Therefore, I encourage my students to take ownership of their learning by setting goals, seeking feedback, and reflecting on their progress. I also believe that it is important for students to develop a growth mindset, which helps them approach challenges as opportunities for learning and development.

Finally, I believe that education should be inclusive and equitable. As a teacher, I strive to create a learning environment that is safe, respectful, and welcoming for all students, regardless of their background, race, ethnicity, gender, or abilities. I believe that it is important to celebrate diversity and promote cultural competence, which helps students develop an appreciation for different perspectives and experiences.

In conclusion, my teaching philosophy centers around student-centered learning, character education, lifelong learning, and inclusivity. I believe that by fostering these values, I can help my students develop into responsible and successful individuals who will make positive contributions to their communities.

Please we hope to improve through your feedback. Do not hesitate to take our Readers’ Feedback form   By:

Bright Damankah

THE ROLE OF STAKEHOLDERS IN STUDENT FAILURE AND SUCCESS

In any educational system, the stakeholders - including parents, teachers, administrators, and policymakers - play a critical role in the success or failure of students. When students fail to meet academic expectations, it is often the result of a complex interplay between various factors, including inadequate resources, societal pressures, and the quality of instruction. This article explores the role of stakeholders in student failure, highlighting the need for greater collaboration and accountability across all levels of the education system.

Parents

Parents are the first and primary stakeholders in a student's education. Research has consistently shown that parental involvement and support is a critical predictor of student success (Đurišić & Bunijevac, 2017). However, when parents are absent, uninvolved, or lack the necessary resources to support their child's education, the chances of student failure increase significantly. This is especially true for low-income families, who often struggle to provide basic necessities, such as food and housing, let alone educational resources–books, uniforms, bags, footwear, etc. Parents also have an important role in advocating for their child's needs, including access to high-quality instruction, academic resources, and mental health services. In order to address student failure, it is essential for educators and policymakers to work collaboratively with parents to address the unique needs of each student.

Teachers

Teachers are the frontline stakeholders in the education system. They play a critical role in delivering high-quality instruction, supporting student learning, and promoting academic success. However, when teachers lack the necessary resources, training, and support to do their jobs effectively, it can contribute to student failure. In addition, teacher burnout (Landeche, 2009; Hakanen et al., 2006) and turnover perhaps, a result of large class sizes in developing countries like Ghana – can have a negative impact on student learning, particularly in schools with high rates of poverty and student mobility. To address student failure, it is essential for policymakers and administrators to invest in teacher training and professional development, provide adequate resources and support, and ensure that teachers are compensated fairly for their work.

Administrators

Administrators are responsible for overseeing the day-to-day operations of schools and ensuring that all students have access to high-quality education. They play a critical role in creating a positive school climate, promoting equity, and providing resources and support to teachers and students. However, when administrators lack the necessary resources or fail to provide adequate support to teachers and students, it can contribute to student failure. In addition, school policies and practices can inadvertently create barriers to student success, such as exclusionary discipline practices or high-stakes testing. To address student failure, it is essential for administrators to prioritize equity and inclusivity, provide resources and support to teachers and students, and create policies and practices that promote academic success for all students. Again, it is worth noting that administrators protect the core values of the school, making sure that the discipline of the school is not compromised (if it does, there is a 100% chance that students will fail abysmally). As the adage goes, “When discipline is out of the door, success flies through the window.” Administrators must have a school-wide goal for discipline and bring teachers on board to develop and implement individual class goals –it could be as simple as creating classroom rules and procedures (Alber, 2010).  

Policymakers

Policymakers are responsible for creating the laws and regulations that govern the education system. They play a critical role in ensuring that all students have access to high-quality education, regardless of their background or socioeconomic status. However, when policymakers fail to provide adequate resources, support, or funding to schools, it can contribute to student failure. In addition, policies and regulations can unintentionally create barriers to student success, such as high-stakes testing or underfunding of schools in low-income communities. To address student failure, it is essential for policymakers to prioritize equity and inclusivity, provide adequate resources and support to schools, and create policies and regulations that promote academic success for all students. Sometimes, it appears governments in developing nations are careless about the plight of their education systems. For example, in Ghana, almost all the ministers of education (both past and present) speak more words than they act. Instead of promoting equity in education, they rather focus on the political distribution of educational resources.

Conclusion

The role of stakeholders in student failure is complex and multifaceted. It requires collaboration and accountability across all levels of the education system, including parents, teachers, administrators, and policymakers. By prioritizing equity, inclusivity, and providing adequate resources and support to students and educators, we can create an educational system that promotes academic success for all students, regardless of their background or socioeconomic status.

References

Alber, R. (2017, August 18). Rules and routines in the classroom. Edutopia. https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management

Đurišić, M. & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. C.E.P.S. Journal 7 (3), Pp. 137-153. https://files.eric.ed.gov/fulltext/EJ1156936.pdf

Hakanen, J.J., Bakker, A.B., & Schaufeli, W.B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, pp. 495-513.

Landeche, P. (2009). The correlation between creativity and burnout in public school classroom teachers. Thesis submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College, Baton Rouge, LA. http://etd.lsu.edu/docs/available/etd-07082009- 090811/unrestricted/landechethesis.pdf.