How can exercise or movement affect your learning environment and kinesthetic learners
How can exercise or movement affect your learning environment and kinesthetic learners?
How does persevering and never giving up on a student embody the Christian walk of faith and how Christ loves and forgives us?
Define formative and summative assessments.
How may formative and summative assessments help you determine in which ways you need to encourage your students to exercise their minds and their full potential by persevering?
How do you plan to integrate both forms of assessment into instruction?
What are some additional forms of assessment types?
In 1 Corinthians 6:19-20, Paul shares: “Do you not know that your bodies are temples of the Holy Spirit, who is in you, whom you have received from God? You are not your own; you were bought at a price. Therefore honor God with your bodies” (New International Version). Understanding that treating our bodies is another important form of glorifying God, and should be motivate individuals to take the necessary steps to do so. This is reflected in how each person takes care of their physical bodies, and how they respond during adversary.
We live in such a busy and convenience-based culture, that eating healthy and exercising is not prioritized. Educators spend so much time exerting all their efforts to ensure students are taken care of, but unfortunately set aside spending the time and effort to take care of their personal and physical well-being. This leads to burnout, illnesses, depression, etc. This does not set the teacher up for success in the classroom, nor does it set the example for students. Physical fitness leads to more energy, better attitudes, and even confidence in an individual. These outcomes can influence the learning environment by the creativity that accompanies a more energetic and confident person, and the activities the teacher now chooses to include in various subject areas. It also gives a teacher a better understanding of the needs of kinesthetic learners because the teacher recognizes the type of movement a student may need, and would be able to creatively provide instruction which offers that. The learning environment becomes more vibrant, active, and enjoyable for all students when a teacher can come into the classroom mentally and physically prepared to handle the tasks of the day.
In Chapter 11, Parker references Sarah Young’s encouragement of “instead of yearning for a problem-free life, rejoice that the trouble can highlight your awareness of My Presence” (2012, p. 131). Rejoicing in times of trial may not always be easy, but it is such a beautiful thing to know that God uses challenges to point us back for our need of His peace. We see it all throughout Scripture, and how historical figures like David, Paul and even Jesus cry out to God in times of struggle. Our dependence on God helps motivate us to persevere when dealing with our students. Galatians 6:9 reminds us to “not become weary in doing good, for at the proper time we will reap a harvest if we do not give up” (New International Version). Students need Christian teachers to set the example for them academically, physically, socially, and even spiritually. Teachers have such a profound opportunity to pray over their students who may not have anyone praying for them, and can showcase God’s never-giving up attitude and forgiveness towards all. Teachers may not always see the fruit of their labor, but Scripture reminds that we are not working for man, but for the glory of the Lord (Col. 3:23). He sees our efforts, and will bless them!
Encouragement through Assessments
Formative assessment occurs during instruction where the teacher can assess if students are learning and understanding the concepts being presented. Summative assessment occurs at the end of instruction and reveals what students actually learned (Kellough & Jarilomek, 2008, p. 154). Assessments are an essential aspect of teaching and learning because it helps reveal a students’ performance and how they can continue improvement (Kellough & Jarilomek, 2008, p. 266). Teachers can use this knowledge to encourage students in the appropriate manner, and to cultivate student perseverance. If students are not able to grasp a concept, teachers can creatively find a way to help them do so in a way that involves student effort and commitment. If students do grasp a concept, teachers can provide other activities to both challenge and even enhance the student understanding. Assessments can provide multiple opportunities for teachers to help students pursue their full potential if the teacher first understands the specific needs of the student. Working with pre-schoolers and kindergarteners who are all at different cognitive and academic levels, readiness tests will be critical in making sure they are ready to progress to the next concept. The type of summative assessments will vary depending the topics, including student motor skills and comprehension level. Appropriate assessments at this grade level could include performance-based assessments, and growth and proficiency portfolios. Teachers have a difficult but important task of being conscientiously aware of student behavior, attitude, and comprehension. This understanding affects teacher instruction and the students’ response in their performance and growth. Psalm 32:8 is a beautiful perspective in how teachers can view their calling to nurture and cultivate the minds and hearts of children: “I will instruct you and teach you in the way you should go; I will counsel you with my loving eye on you” (New International Version).
References
Kellough, R. D., & Jarolimek, J. (2008). Teaching and learning K-8: A guide to methods and resources (9th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Parker, D. V. (2012). Christian teachers in public schools: 13 essentials for the classroom. Kansas City, MO: Beacon Hill Press.
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