Natalie+Nahous

__//**Writer's Workshop**//__
==== Writer's workshop is a writing technique which can build student's fluency in writing, through continuous repeated exposure to the process of writing. It is through the systematic process of Pre-writing, Drafting, Revising, Editing and Publishing that students build this fluency. Writer's Workshop is a teaching technique that invites students to write by making the process a meaningful part of the classroom curriculum. Ideally students are introduced to the process of writing in the early elementary grades and write daily through varied activities. ====


 * Goal** :__By the end of the school term, students will be able to display behaviour that demonstrates respect for others when work has been completed.__

__Objectives__ //Cognitive// : Standard three students will correctly identify the needs of other learners in class via oral discussion.

//Affective:// Standard three students will openly share personal experiences where they were distracted during class lessons.

//Psychomotor// : Standard three students will be able to correctly model the required behavior after completing their work.

= = = = =EDTL1720: Instructional Design – Peer Feedback Form – Instructional Problem and Goal = Use this form to give your peer feedback on their Instructional Goals during your tutorial session. Use this form to give your peer feedback on their objectives. || **Your First & Surname:**
 * ||  |||||||||||| == Peer Feedback Form – Objectives ==
 * Patricia Mitchell** |||||||||| **Your Partner’s First & Surname:**
 * Natalie Nahous** ||
 * Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. ||
 * The instructional goal is for the students__ to be able to display behaviour that demonstrates respect for others when work has been completed. __ The objectives align with the instructional goal as final objectives if achieved will have satisfied the instructional goal. ||
 * Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. ||
 * The first object definitely belongs in the cognitive domain. It specifically falls under the category of “Analysis” which is a problem solving objective. The students will be encouraged to develop divergent conclusions by oral discussions. (PS)

The second object is affective as it falls under the category of “Valuing”. It leads the students to internalize how they feel and therefore sympathize with how others will feel because of their actions. (AFF)

The psychomotor domain addresses skills development relating to manual tasks and physical movement. The third objective requires the student to physically behave in a manner appropriate to the class setting and thus is in the correct domain. (PSY) ||
 * Criteria – Is the audience for each objective clear? If not, explain why not. If so, explain why it does. ||
 * The audience, the standard three students, is clear as the class system in Trinidad and Tobago provides a model of the age of the students expected in a class room of that level. ||
 * Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. ||
 * The behaviours are clear and concise. They are appropriately aligned to the instructional goal. ||
 * Criteria – Are the conditions under which the behaviours will be demonstrated clear? If not, explain why not. If so, explain why it does. ||
 * The conditions are clear because it is easy to follow and falls in line with the specific objectives. ||
 * Criteria – Is a degree needed? || Yes ||  || No ||   ||
 * Criteria – If a degree is provided, is it reasonable for the behaviour expected? If not, explain why not. If so, explain why it does. ||
 * I think the required degree for the objectives, “openly and correctly”, embodies the outcome one expects from the objectives and is therefore reasonable. ||
 * Criteria - What changes would you recommend to your partner’s objectives? ||
 * I will commend, rather than recommend, my partner on her objectives. The conditions stated, especially the oral discussion, could have easily lead her to make an error by stating the teacher’s role as a moderator in the discussion. This was skilfully avoided and shows her understanding of the topic. ||  ||
 * Thanks Patricia. I will review the social curriculum and see if I can re-word my goal. Great suggestion thanks

[] ||
 * Your Name: Patricia Mitchell ** || **Your Partner’s Name: Natalie Nahous ** ||
 * **Criterion – **Does the instructional problem statement give a review of different factors in summarizing and identifying the performance problem? Explain why or why not. ||
 * Yes. It clearly states that the children who complete their assignment before hand are inconsiderate of others who are still working. It also demonstrates a lack of respect for school rules. ||
 * **Criterion – **Will instruction solve the performance problem? Explain why or why not. ||
 * Yes. It is my belief that if the students are deliberately made aware of the effect their actions have on others when they walk around the classroom, they may make a conscious effort to be more responsible for their actions. It is my belief that it will result in the students using their time more wisely and with consideration for others. ||
 * **Criterion – **Is the performance problem linked to a goal in the Ministry of Education’s curriculum for the learners’ targeted? Explain why or why not. ||
 * Yes. It is linked to a goal in the Ministry of Education’s curriculum. However I believe that it should have been worded differently. A link was not placed to the curriculum document and while researching I did not encounter the particularly wording used. I would suggest that the goal be related to social action which is to show obedience to rules, laws and norms.
 * **Criteria - **Is the goal a broad statement of what is expected over time, not at the end of the lesson? If not, explain why not. If so, explain why it does. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Yes it is a broad statement of what is expected over time as it states that the outcome is expected by the end of the term and not by the end of the lesson. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Criteria - **<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Does the goal describe the outcomes of instruction not the process, ways or means of instruction? If not, explain why not. If so, explain why it does. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;"> Yes, the goal describes the outcomes of the instruction. It clearly states “By the end of the school term, students will be able to **understand and apply proper classroom etiquette** when they have completed their class work.” ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Criteria - **<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Is the goal written in terms of what is expected of the student (not the teacher or school)? If not, explain why not. If so, explain why it does. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;"> The goal is addressed to the students. It clearly states that it is the students themselves who will understand and apply proper etiquette. ||
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">Criteria - **<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">What changes would you recommend to your partner’s instructional goal? ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">I would like to suggest that the Ministry of Education objective to “display behaviour that demonstrates respect for others” be the focus of her instructional goal. It is my belief that if the students are deliberately made aware of the effect their actions have on others when they walk around the classroom, they may make a conscious effort to be more responsible for their actions. It is my belief that it will result in the students using their time more wisely and with consideration for others.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;">I would like to suggest that the Ministry of Education objective to “display behaviour that demonstrates respect for others” be the focus of her instructional goal. It is my belief that if the students are deliberately made aware of the effect their actions have on others when they walk around the classroom, they may make a conscious effort to be more responsible for their actions. It is my belief that it will result in the students using their time more wisely and with consideration for others.

<span style="font-family: 'Times New Roman','serif'; font-size: 18.6667px;"> Ministry of Education of Trinidad and Tobago Health and Family Life Education Document [] ||

__INSTRUCTIONAL PROBLEM -GOAL FORM__ While they are aware that this is not allowed as the classroom rules identifies, they still engage themselves in such behaviour. When the time for the designated subject is finished, there are still students who have not completed their work because they are talking to those who are finished. The teacher must constantly correct them or raise her voice in a harsh manner until they listen and sit down quietly. Unfortunately this happens on a daily basis and those struggling students who need the time to process and internalize the work is not getting a chance to do so as their focus is being broken. ||
 * ** Your Name: Natalie Nahous ** || ** Date: 30/05/12 ** ||
 * =====** Instructional Problem Statement ( ** at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template) ===== ||
 * It is a known fact that all classrooms consist of different individuals with varying backgrounds, interests and levels of academic ability. In the local school system, teachers are given a certain, set curriculum to follow that must be completed within a certain time frame, therefore, all students, regardless their difference must learn all topics at the same times. This is one contributing factor to the current problem being discussed. A few of the above average students finish their set class work at a faster pace than other students. As a result, they do not sit back down to do something quietly while others finish, but stand in the class and have small conversations with either themselves or the other working students. They also go towards the class shelves to simple tamper with the manipulatives and educational games.
 * ** Related Instructional Goal ** (must be related to the MOE’s curriculum for your targeted learners) ||
 * By the end of the school term, students will be able to understand and apply proper classroom etiquette when they have completed their class work. ||

** “I also believe it is a lack of discipline at home that has contributed to this behaviour. Students are accustomed to ignoring their parents’ wishes when they first speak to them. This habit has transferred to their school life.” (Nahous 2012) ** ** It was with interest that I read the above statement made by you, Natalie, as I have been saying the same thing to myself within the last few days. I have recently encountered a group of children whose disruptive behaviour in the classroom caused me to furrow my forehead and ponder on their audacity to disregard the class rules. ** ** I came to the conclusion that the level of respect at home for the parent and by extension any adult was deficient and therefore permeating into the classroom. In my opinion, many of the disruptive students have been privy to conversations about their rights and privileges and are of the opinion that if anyone attempts to discipline them, as set down by the school rules, they have the right to diligently swindle their way out by using their “rights” out of context. They are confident that regardless of their misdeed they will be defended by their influential parents who are, in their mind, obligated to keep them from being discipline, much like the role of a paid attorney. It never ceases to amaze me when a child, who is fully aware of his misdeed and is scolded, proceeds to defend his / her action instead of bending his/her head in shame. ** ** However, I have almost fully accepted that today’s youths are not reared in the art of automatic respect for elders of yesteryear. Thus, teachers are expected to earn their respect with as much diligence as we expect them to complete their assignments. If the student respects the teacher, he will conscientiously work towards pleasing the teacher by following any rule she may put forward. The teacher often has more influence over the student than the parent. Gain their respect and you gain their disciplined behaviour. ** ** Suggested Readings: ** Fisher, M. (2004).//When Students Rock the Boat, I'm "Master and Commander" of My Classroom.//Retrieved from []

Edited by Patricia Mitchell

Absolutely Patricia. Today's teachers and teachers when we were younger are as we say "chalk and cheese". Children are changing from generation to generation and we must adapt to changing times. It is amazing to see the change of not only children, but parents. It is a sad thing to behold and it is more frightening to think of what would happen to children without proper teachers. I am not sure if I am on par with you with children over hearing their parents talk about their rights, as I have never come across this, however I do agree that they absorb the attitudes of their parents, which is frightening to witness. We need to keep strong and passionate about making a difference and believe we can do it.

Hi Natalie, When I say that they overhear their parents talking about their rights I was trying not to be too harsh. What I have encountered is parents who rant and rave about the teacher at home with the children. For example: "That teacher want me to come in school for her. What do you mean she kept you in lunch time to complete your homework? That woman mad, I don't understand why she starving my child. Didn't she know you had a birthday party to go to last night?" They listen intently to what the parents say and then repeat it in school as though the words are theirs. It brings credence to the reason why sometimes it is better to remove the children from adult conversations especially if it involves the child unless the child is required to be there.

Patricia, Oh my goodness when you say it like that, with that example I can definitely see your point. Many parents feel they need special treatment and their child is the only one in class. They do not realize their child is absorbing their comments and most of all, the attitude while speaking. It is really incredible to witness.

** EDTL1720: Instructional Design – Identifying an Instructional Problem Guiding Questionnaire **


 * What observable behaviour (include frequency) indicates that learners have a performance problem?


 * Students stand in the classroom after they have finished their class work and distract others as the noise level increases. Other students are sometimes unable to finish their work as they are engaging themselves in various conversations. This occurs on a daily basis. ** ||
 * How does the environment impact on the learners’ performance problem?


 * The class environment is set to be a focused one, and the teacher lets students know who is in charge, however, it is also meant to emit a sense of comfort for students and this could be a contributing factor to this problem. It is not a lack of teacher presence as the class has a teacher and an assistant in it. ** ||
 * How do the availability and quality of required resources (human and physical) impact on the learners’ performance problem?

** The classroom is fortunate enough to have manipulatives and educational games on shelves available to learners. This entices them to stand and walk to them for entertainment. **

 * The classroom is also fairly large, allowing them the space to walk around.** ||
 * What bona fide information or records indicate that a performance problem exists among learners?

** This is an observational problem and is not recorded. **
||
 * What do learners think about their performance problem?


 * They are fully aware of the classroom rules and disregard them until the teacher intervenes in a harsh or strict manner. That is what it takes to settle them down on most days. ** **It may also take two tries for them to do what is required. Those learners who take longer to do their work sometimes complain that they are distracted by those who are standing.** ||
 * What factors (school, work, or home) in the preparation of the learners impact on their performance problem?


 * The strict curriculum impacts on this problem. Teachers must finish the set curriculum in a specific time frame, therefore it does not matter that certain students are more capable than others, as all must understand the topics given. **
 * Another issue is that many learners know their teacher outside of the school setting, whether their parents are family friends or related in some way. They have some a level of comfort that they use to dodge classroom rules. **
 * I also believe it is a lack of discipline at home that has contributed to this behaviour. Students are accustomed to ignoring their parents’ wishes when they first speak to them. This habit has transferred to their school life. ** ||
 * How does study or instructional time impact on learners’ performance problem?


 * I **** believe instructional time may not be properly allocated as students are finishing their work very quickly. Either more time spent explaining the topic or more work given. I feel it may be the latter as at the beginning of the lesson, sufficient information is given to ensure all students understand the topic before they practice it with an exercise. ** ||
 * What are any negative implications for learners in not addressing their performance problem?


 * Seeing as it is usually the above average students who finish their work first and cause distraction, not addressing this problem will result in the struggling students becoming distracted, therefore they will not finish their work and the chances of full comprehension and internalization of the content is decreased. **
 * For those student who have finished, they are clearly learning a lot less than they are capable if they are able to finish ahead of time. They could be learning more, however they must learn with the average pace of the class. Also, they are reprimanded for this behaviour, but they are children, and sometimes cannot control themselves. This constant lecturing could cause self-esteem problems if it continues regularly. **
 * Students will also get used to this habit in class and their respect for teachers and parents will further decrease. This lack of respect will only increase as they grow older and it is not a virtue they can afford to lack as they develop. ** ||
 * What performance standard or goal are learners not meeting that they are expected to meet?


 * The average and above average learners are not listening to their teacher when she gives an instruction. **
 * The lower average learners cannot work at the pace that the Ministry of Education is setting for them. ** ||
 * How is this performance goal or standard linked to the Ministry of Education’s curriculum for these learners?


 * In the local system, teachers are given a strict, set curriculum that they must complete in a specific time frame for all students, regardless of their academic capability or their individual learning pace. All students must learn the content whether they are ready for it or not. ** ||
 * How will instruction address the learners’ performance problem?

Natalie Nahous ||
 * It will assist the teacher in implementing a proper discipline method that can easily be followed and act as a reminder that the developed strategy must be practiced daily and followed through to enhance the chance of improvement. It will also decrease distractions in class, allowing the rate of understanding to increase and students would have learnt more under a more controlled and focused environment. ** ||
 * Name:
 * Date: 24 / 05 / 12 ||