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A mailing list is a
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you are subscribed to a mailing list, you can send and receive emails to/from a
group of people who are subscribed to the mailing list. Usually the members of
the mailing list are interested in certain subject. First I join the mailing
list and then I choice the subject. Finally I summary it and give my opinion .
Topic 1: Scoring students
I
think I agree with what Geoffrey think. Teacher should give a fair score to
their student because every student has their own aptitude. Teacher also shown
the result to their student and tell the student how they give mark. In many
cases that I heard that teacher give a good mark because that student pretty,
rich or they have some relationship or maybe his/her parent have a good
position in that country. So teacher should become wise to give mark.
Summary
Attendance and Class Interaction as depending on levels and also
on the institution’s rules. If attendance is mandatory and reason why the teacher should
add to whatever penalties the administration inflicts by also deducting marks
for reasons that have nothing to do with the student’s academic production. Teacher give a mark with another way, such their activity in
class or from their quiz.
Class
interaction is very tricky. In many cases, there’s no automatic solution to
this and adding teacher penalties because they don't speak up is not generally
the wisest solution. May be the child just finds the teacher boring and who should
be penalized for that?
Many student in a home environment do their homework
collaboratively. The homework is individually oriented inclined to weight its
more heavily.Generally speaking Geoffrey suspect that
marked worked in a supervised ambiance is a more useful activity but he would
add the proviso that the length of time allowed for such quizzes, test, etc
should take into account those who work more slowly.
Source :
Frm Geoffrey. Scoring student
A few thoughts on Dave Kees and others`suggestions on,
to use Dave`s
list,
Attendance, Class Interaction
(actively involved in class or
sleeping?),
Homework,Quiz,Exam.
Firstly, I would see it as
depending on levels (primary, secondary,
post-secondary..) and also on the institution`s rules. If attendance is
mandatory, then I see little reason why the teacher should
add to
whatever
penalties the administration inflicts
by also deducting marks for
reasons
that have nothing to do with
the student`s academic production. If
he/she is
not in class when a marked
activity takes place, they will obviously
not get
a mark. If they are absent
during an unmarked but essential activity,
then
presumably they will pay for it when
they write an exam or do a quiz in
which knowledge of that activity
comes up (so you have never heard of
gravity, Johnny? Well, it`s a downwards attraction ... and it`s
working
on
your marks right now!).
Class
interaction - very tricky. Amongst younger kids ... do they get
enought to eat at home? Are we in the middle of Ramadan? Do they have
problems with other kids in the class?
In many cases, there`s no
automatic
solution to this. and
adding teacher penalties because they don't speak
up
is not generally the wisest
solution. (There are many cultures -
American
Indians, for example, where
standing out from one`s peers, e.g. by
attracting admiring attention to oneself
is not acceptable). Or again,
maybe
the child just finds the teacher
boring!? And who should be penalized
for
that?)
Homework. No perfect solution there.
Many people - and not only young
people
in a home environment - do their
homework collaboratively. At
university
level, in
to be
given to homework as against
the whole term`s marks. Some places are
(were)
giving up to 50%. Personally, if the
homework is individually oriented
(i.e.
where there is some room for
subjective input - an essay comparing T.S.
Eliot and John Donne, for
example - or the Stones and the Beatles if
you
feel more modernistic) I would be inclined to weight it more heavily
than
say a series of maths problems where there is a strong temptation to
sit
around with one`s brainier friends and come up with a uniformly correct
group result. Generally speaking I
suspect that marked worked in a
supervised ambiance is a more useful
activity... but I would add the
proviso
that the length of time allowed
for such quizzes, test, etc should take
into
account those who work more slowly ..
i.e. you need a flexible time
limit. A
final comment on Maggie Sokolik`s idea of self-criticism. I once tried
out a
mixture of peer-critiicism
and teacher criticism - in which student
presentations were given a rating by myself
and the other students: the
other students`handed
in slips with their assessment, which were then
were
averaged out and counted for 50% of
the presentation, mine was the
other
50%. The students loved that
-- the peer
criticism was almost always
higher
than mine.
It`s an endless subject - but not
for those who have to determine the
lengths of our postings, so I`ll stop right here!
Cheers,
Geoffrey Vitale,
UQTR ret`d.
Topic 2 : Making Oral Presentation Better.
I
agree with Maria Done. Every body has a different aptitude. Sure every body can
make their presentation better if they bravery stand in front of many people,
has a clear voice, and present an interesting topic. If will be if we are
practice more and used to stand I front many people.
Summary
Maria
usually meet with the student and ask to see an
outline, notes, or other written material that will aid delivery of the
presentation before the presentation. From this written material and with the
help of the student, creates some sort of basic worksheet that the audience has
to complete and plan to ask the audience to make a list of discourse markers
they hear in a presentation that help them understand the parts of the
presentation. Never like the "forced audience question" approach.
The
benefits of pair presentations is when students collaborate on developing and
delivering a presentation, there is a whole other level of oral communication
required as they plan, research, write and practice together than practicing alone in a room.The common grade based on content gives the students a
common goal and a reason to be mutually supportive; it motivates them to extra
communication as they prepare. Pair presentations can also move the delivery
along a little faster.
Source:
Frm Maria spelleri,
making oral presentation better.
Like Mark Pilling, I sometimes
add an active listening element to class
presentations. The day before a student presents, I meet
with the
student and ask to see an outline,
notes, or other written material
that
will aid delivery of the
presentation. From this written material
and
with the help of the student, I
create some sort of basic worksheet
that
the audience has to
complete. For example, I have
successfully used
outlines of presentations with half
the outline points missing. Last
week a pair of students did a 15 minute
presentation, and the three of
us first sat and came up with a
few cloze-type items for the worksheet
based on the numbers and stats that
would be given in their
presentation. This week coming, I plan to ask the audience
to make a
list of discourse markers they
hear in a presentation that help them
understand the parts of the
presentation: first I'm going to discuss,
now that we've seen..let's look at. in addition to.. etc.
I have to say I've never like the "forced
audience question" approach.
As an instructor, I have
sometimes had trouble myself coming up with a
reasonable question that won't be either
totally obvious or make the
presenter look bad. When I have required audience members to ask
questions, I got the feeling they were
straining to think of questions
rather than giving their attention
to the speaker.
I also wanted to mention the
benefits of pair presentations. When
students collaborate on developing and
delivering a presentation, there
is a whole other level of oral
communication required as they plan,
research, write and practice together.
I have been very pleased not
only
with the amount of time I see
students involved in English
communication, but also the type of
communication that is taking place-
suggesting, negotiation, agreeing/disagreeing,
building consensus,
constructive criticism, etc. They even
practice for each other, which
is
much more valuable than practicing
alone in a room. I give pair
presentations two grades; both
students get the same grade based on
the
content of the presentation, its
organization, research, preparation,
interest value. Then I give each student an individual grade
based on
each student's delivery. The common grade based on content gives the
students a common goal and a reason to
be mutually supportive; it
motivates them to extra communication
as they prepare.
Pair presentations can also
move the delivery along a little faster.
Instead of a 10 minute
presentation by one mumbling, terrified student,
plus another 5 minutes down time between
presentations, two students
can
take the floor for 15
minutes. Two faces add interest and
variety for
the audience, and for those high
strung students, having a "buddy"
share
the spotlight helps a lot.
Maria Spelleri