There are a number of factors that contribute to the quality within an elementary classroom. This quality is created not only by the elementary teacher, but also by the children and their families and the school. It is good news that research suggests that 25 percent of all first grade classrooms are measured as high quality overall; yet 17 percent of classrooms are characterized by negativity and low instructional value.
Between these two extremes are two other types of environments. The first is the mediocre classroom where emotional and instructional support were in the mid-range. The second group is one in which emotional support was high, but instructional demands were low. As such, there is considerable opportunity for improvements among elementary classrooms in the United States. These improvements could easily begin with better teacher training, with the right goals in mind.
What is a Typical Classroom?
As an elementary teacher, you may be interested in whether or not your classroom is a typical classroom. Research has shown that the typical early-educational elementary classroom is a fairly positive social environment presenting low productivity and engagement in academic activities. In other words, this type of classroom is meant to teach students how to act and learn in a school environment. At the same time, both kindergarten and second-grade classrooms have been found to offer close and positive teacher-child relationships. Overall levels of quality are considered to be moderate.
What is the Feedback?
One of the key elements identified in research is that not only should an elementary teacher offer substance in the classroom; he or she should also gain feedback on children's performance. Effective feedback is also necessary from the teacher to the student in order to reinforce specific attitudes or performances. When the teacher and the student are both able to provide feedback to each other, overall quality can improve.
What are Risk Factors?
The overall quality of your classroom can depend upon the risk of the students entering the classroom. Those children with lower scores; from poor or working-poor families; or whose ethnicity is nonwhite are twice as likely to be in the low overall quality classrooms. This is not to say that these children cannot be part of a quality classroom, but instead that they place a greater demand on the teacher and can bring the overall quality of the classroom down.
What are Your Attributes?
The attributes of the elementary teacher prove to have very little to do with the overall quality of the classroom. In other words, just because you may have the education and experience does not automatically guarantee a quality classroom. Even having a graduate degree did not have much influence in quality of the classroom, suggesting that graduate courses focus more on theory than on teaching techniques.
What are the characteristics?
The attributes of a classroom or school does play a role in the quality of the classroom. Class size, presence of teachers' aids and whether or not it is a private or public setting all contribute to the overall level of education. Interestingly, research does not support private school over public school as there were equal proportions of public and private schools in the lowest-rated classroom type.
What are the Implications?
For an elementary teacher, a quality classroom is attainable, if you know what to reach for to achieve it. Perhaps the best answer is to use such research to influence policy makers on making the necessary changes within the schools to deliver a better quality education within the younger grades. At the same time, there is also a clear link between families and educational opportunity, suggesting standardized items across the board could improve the overall system.
Ready for a Change?
If you're ready to start experiencing the benefits of using video in the classroom, your next step is to download a free copy of "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" by clicking on the link below right now.
Between these two extremes are two other types of environments. The first is the mediocre classroom where emotional and instructional support were in the mid-range. The second group is one in which emotional support was high, but instructional demands were low. As such, there is considerable opportunity for improvements among elementary classrooms in the United States. These improvements could easily begin with better teacher training, with the right goals in mind.
What is a Typical Classroom?
As an elementary teacher, you may be interested in whether or not your classroom is a typical classroom. Research has shown that the typical early-educational elementary classroom is a fairly positive social environment presenting low productivity and engagement in academic activities. In other words, this type of classroom is meant to teach students how to act and learn in a school environment. At the same time, both kindergarten and second-grade classrooms have been found to offer close and positive teacher-child relationships. Overall levels of quality are considered to be moderate.
What is the Feedback?
One of the key elements identified in research is that not only should an elementary teacher offer substance in the classroom; he or she should also gain feedback on children's performance. Effective feedback is also necessary from the teacher to the student in order to reinforce specific attitudes or performances. When the teacher and the student are both able to provide feedback to each other, overall quality can improve.
What are Risk Factors?
The overall quality of your classroom can depend upon the risk of the students entering the classroom. Those children with lower scores; from poor or working-poor families; or whose ethnicity is nonwhite are twice as likely to be in the low overall quality classrooms. This is not to say that these children cannot be part of a quality classroom, but instead that they place a greater demand on the teacher and can bring the overall quality of the classroom down.
What are Your Attributes?
The attributes of the elementary teacher prove to have very little to do with the overall quality of the classroom. In other words, just because you may have the education and experience does not automatically guarantee a quality classroom. Even having a graduate degree did not have much influence in quality of the classroom, suggesting that graduate courses focus more on theory than on teaching techniques.
What are the characteristics?
The attributes of a classroom or school does play a role in the quality of the classroom. Class size, presence of teachers' aids and whether or not it is a private or public setting all contribute to the overall level of education. Interestingly, research does not support private school over public school as there were equal proportions of public and private schools in the lowest-rated classroom type.
What are the Implications?
For an elementary teacher, a quality classroom is attainable, if you know what to reach for to achieve it. Perhaps the best answer is to use such research to influence policy makers on making the necessary changes within the schools to deliver a better quality education within the younger grades. At the same time, there is also a clear link between families and educational opportunity, suggesting standardized items across the board could improve the overall system.
Ready for a Change?
If you're ready to start experiencing the benefits of using video in the classroom, your next step is to download a free copy of "The 7 Biggest Mistakes Teachers Make Using Video in the Classroom" by clicking on the link below right now.
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