Teaching assistant

Teaching assistant Researchers admit that it is vital to instill confidence in students. However, it can be difficult to instill confidence and provide constructive criticism to the student. Teaching assistant should exploit a variety of tools to achieve this goal. Some of the most effective tools are various types of feedback and development of students’ autonomy.Advertising We will write a custom essay sample on Teaching assistant specifically for you for only $16.05 $11/page Learn More Tapp and Lively (2009) note that effective feedback is one of the most potent tools to provide constructive criticism and praise students. Thus, the teaching assistant should provide specific feedback on each assignment given to students. The feedback should consist of two parts. First, the teaching assistant should praise the student’s work defining the strongest parts of the work. After that, it is crucial to define the weakest points. Of course, criticism should not be insult ing. It can be a good idea to put leading questions which can help the student improve the work. It is necessary to encourage the student to provide an in-depth research on the matter. The teaching assistant should also show particular parts of the work to improve. Importantly, each assignment should be evaluated as students feel that their effort is appreciated and valued (Tapp Lively, 2009). Tapp and Lively (2009) also claim that it is important to look for something positive in any work. Students should not be discouraged by the instructor’s comments. Novice teaching assistants often make a big mistake. They try not to discourage students by providing incomplete criticism. In other words, they simply discuss only some mistakes ignoring the rest of errors made by students. Another mistake is that teaching assistants provide quite vague comments. This is an ineffective practice. It is important to comment upon each error and each weak place. At that, the teaching assistant should provide comprehensive and clear commentaries so that the student can easily use the commentaries in future. Developing students’ autonomy can also be effective as this will help the teaching assistant provide constructive criticism and, at the same time, help the student develop confidence (Stephenson, 1998). Students should not be dependent on their instructors. The teaching assistant should encourage students to be more autonomous. Peer assessment and self-assessment can be effective. The teaching assistant then provides feedback on the works which were evaluated by students. The teaching assistant will assess the work and the students’ evaluation. Again, it is important to start with praising and then it is crucial to provide comprehensive commentaries on the drawbacks of the paper (and evaluation). This will help students develop critical thinking as well as confidence as evaluation of the work is rarely incorrect, it is rather incomplete.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In conclusion, it is possible to note that the teaching assistant should use feedback and student’s autonomy when providing constructive criticism to the student. The feedback should be comprehensive and easy to understand. Students should see the exact parts of the work to be improved. The teaching assistant should start any feedback with defining strengths of the work. It is also important to make sure all errors and weaknesses of the work are commented upon. Even if there are lots of mistakes, the teaching assistant should address all of them. This precision will not discourage the student, but will help the student avoid numerous mistakes in future. The teaching assistant should also resort to peer assessment and self-assessment. Evaluating the paper along with students’ evaluation, the teaching assistant helps students develop confidence and encourage them to work harder. Reference List Stephenson, J. (1998). Supporting student autonomy in learning. In J. Stephenson M. Yorke (Eds.), Capability and quality in higher education (pp. 129-141). London: Kogan Page. Tapp, A. Lively, D. (2009). Think twice before you speak: Using effective praise in the early childhood and university setting. Research in Higher Education Journal, 3, 13-20.

Drafting an Obscenity and Profanity Policy for Schools

Drafting an Obscenity and Profanity Policy for Schools Obscenity and profanity have become significant issues that schools must get a handle on. Profanity especially has become a problem in part because students hear their parents using words that are unacceptable at school and model what they do. Furthermore, pop culture has made it a more acceptable practice.   The entertainment industry, especially music, movies, and television glamorizes the use of obscenities and profanity.   Sadly, students are using profane words at a younger and younger age. Schools must have a strong policy to deter students from being profane or obscene primarily because they are often vulgar in nature, the use of these types of words/materials often leads to distractions, and can occasionally lead to fights or altercations. Educating our students is critical in eliminating or reducing the problem as is the case for almost any social issue. Students must be taught that there are other alternatives to using obscenities and profanity during school.   They must be taught that school is the wrong time and wrong place to practice the use of expletive language.   Some parents may allow their children to use profanity in the home, but they need to know that it will not be allowed or tolerated in school. They need to know that using inappropriate language is a choice. They can control their choices at school, or they will be held accountable. Many students are offended when other students use inappropriate language.   They are not exposed to it in their home and do not make it a regular part of their vernacular. It is especially important for schools to teach older students to be respectful and mindful of younger students.   Schools must adopt a zero tolerance stance when older students are knowingly using inappropriate language around younger students. Schools should have an expectation for all students to be respectful of one another.   Cursing in any form can be offensive and disrespectful to many students. If nothing else, all students should refrain from this practice because of this.  Ã‚   Getting a handle on the issue of obscenity and profanity will be an uphill and continuous battle.   Schools wanting to improve this area must draft a tough policy, educate their students on the policy, and then follow through with the assigned consequences no matter the context.   Once students see that you are cracking down on the issue, most will alter their vocabulary and comply because they do not want to be in trouble.   Obscenity and Profanity Policy Obscene materials including, but not limited to illustrations (drawings, painting, photographs, etc.) and oral or written materials (books, letters, poems, tapes, CDs, videos, etc.) which are commercially or student produced are prohibited. Profanity including, but not limited to, gestures, symbols, verbal, written, etc. is prohibited during school and at all school sponsored activities. There is one word that is strictly prohibited. The â€Å"F† word will not be tolerated under any circumstance. Any student who uses the â€Å"F† word in any context will automatically be suspended out of school for three days. All other forms of inappropriate language are highly discouraged. Students must choose their words carefully and consciously.   Students caught using obscenities or profanities will be subject to the following disciplinary code. 1st Offense - Verbal reprimand. Notice issued to parents.2nd Offense - 3 detention times.3rd Offense - 3 days in-school placementSubsequent Offenses - 3 days out-of-school suspension.