Quote:
Originally Posted by Blarobbarg
It was in Tasks 2 and 3, instruction and assessment. It’s not like I did any one thing terribly so much as I did a lot of things mediocre according to their standards.
I’m so ****ing angry and disappointed and embarrassed with myself, I really don’t know what to do.
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First off, those morons wouldn’t know a good teacher if she was tossing their salads so as far as being embarrassed that’s ridiculous because their opinion is bull****.
Also, are you keeping in mind their rubrics?
It’s not like the old days when “the dog and pony show” was frowned on. Now there’s a profoundly unrealistic set of standards that you have to pretend to be addressing. If you ever studied Maoism it’s a lot like the false rhetoric they propagated during the Great Leap Forward.
If you’re being observed NEVER have your desks in rows. ALWAYS have the students moving from station to station. ALWAYS have differentiated paths to reach the standards. Never let the student groups grow stagnant and always be able to justify why every group is made up of which students.
All the instruction and activities should be built into the assessment. When being observed the students are constantly building a product that when put together with other pieces IS the assessment. The student just presents the minor projects that make a whole. Constantly scour the class and redirect any student who’s unengaged.
Also, a little trick is after the lessons before you go home at least once a week grab a couple IEPs and write some bull**** about how you met the accommodations.
When you’re not being observed tell them to stfu and listen and read so they actually learn something.
Obviously I don’t know how you’re providing your instruction and your methods for assessment (diagnostic and final or whatever language you use up there)
I don’t want to make any assumptions about what’s going on and I hope this isn’t way off base or condescending or anything.
I did write collaborative lesson plans that included all the components. The themes, the essential questions, the building toward assessment, the connecting bridges between subjects, the differentiation, google classroom **** differentiated like kids who were into it could “unlock” new google classes I made by completing previous tasks
maybe it’s arrogant to suggest I could help but if you ever want to spit at me about your plan of attack for building a unit with the assessment entrenched and all that bull**** they’re looking for shoot me a pm if you want another set of eyes to look over what you got cooking for those idiots
Good luck
I already know you’re a great teacher
Don’t let them bring you down
**** Pearson with a broken glass *****