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Reflection on Chapters 30-32 of Inspiring Active Learning
In Chapter 30-32, Harmin and Toth emphasize strategies for student learning, including methods for handling
students’ written work, handling testing/grading, and reporting students’ progress. Some examples for
effectively handling student written work are Paper Exchange, Student Self-Evaluation, and Learning Log
Exchange. There are also effective ways to respond in undone work, including how teachers should avoid blaming
students. Sarcasm, punishment, and nagging are no recommended. Unhealthy resentment and/or new guilt can
result with little or no effect. Recommended strategies are: 1) Respectful reminder; 2) Next-time message;
3) Inspirational prod; 4) Honest offer to help; 5) Honest I statement with a discussion of natural consequence;
6) Respectful insistence; and 7) Acceptance of reality. Positive feedback, student strength focus, and high
expectations can increase learning development. Haim Ginott stated, “If we treat students as they can be rather
than they are, we are most likely to see them become that kind of person. Regarding the tasks of testing and
grading, some strategies are stimulating and engaging students to make use of constructing motives, providing many ways to assess student progress while
they are in the process of learning, giving priority to doing one’s best, and taking emphasis off grades. Dignifying grading practices include minimum testing,
professional statement, the upgrade option, the certain makeup, goal agreement, procedure agreement, success for all, and grades for participation.
Other successful methods that can be used for instruction are tests with choice, retest offer, portfolios, focus-on-learning statements, rubrics, and
quick feedback. Patricia Neal shares: “A master can tell you what he expects of you. A teacher, though, awakens your own expectations.”
Regarding student progress reports, it is important to empower students, not to diminish them. Surprise personal notes and reverse report cards can help
students improve. Teachers can give positive feedback on behavior or learning performance to encourage their students. An example could be writing that the
student turned in all their work on time this week. Teachers should compliment students for reaching out to new or struggling students, being helpful to
others, working hard, listening well, etc. In assessing students’ written work and tests, as well as reporting students’ progress, teachers must implement the
important strategies emphasized in the text to help increase student learning development.
In Chapter 30-32, Harmin and Toth emphasize strategies for student learning, including methods for handling
students’ written work, handling testing/grading, and reporting students’ progress. Some examples for
effectively handling student written work are Paper Exchange, Student Self-Evaluation, and Learning Log
Exchange. There are also effective ways to respond in undone work, including how teachers should avoid blaming
students. Sarcasm, punishment, and nagging are no recommended. Unhealthy resentment and/or new guilt can
result with little or no effect. Recommended strategies are: 1) Respectful reminder; 2) Next-time message;
3) Inspirational prod; 4) Honest offer to help; 5) Honest I statement with a discussion of natural consequence;
6) Respectful insistence; and 7) Acceptance of reality. Positive feedback, student strength focus, and high
expectations can increase learning development. Haim Ginott stated, “If we treat students as they can be rather
than they are, we are most likely to see them become that kind of person. Regarding the tasks of testing and
grading, some strategies are stimulating and engaging students to make use of constructing motives, providing many ways to assess student progress while
they are in the process of learning, giving priority to doing one’s best, and taking emphasis off grades. Dignifying grading practices include minimum testing,
professional statement, the upgrade option, the certain makeup, goal agreement, procedure agreement, success for all, and grades for participation.
Other successful methods that can be used for instruction are tests with choice, retest offer, portfolios, focus-on-learning statements, rubrics, and
quick feedback. Patricia Neal shares: “A master can tell you what he expects of you. A teacher, though, awakens your own expectations.”
Regarding student progress reports, it is important to empower students, not to diminish them. Surprise personal notes and reverse report cards can help
students improve. Teachers can give positive feedback on behavior or learning performance to encourage their students. An example could be writing that the
student turned in all their work on time this week. Teachers should compliment students for reaching out to new or struggling students, being helpful to
others, working hard, listening well, etc. In assessing students’ written work and tests, as well as reporting students’ progress, teachers must implement the
important strategies emphasized in the text to help increase student learning development.