Performance encourages us to look at not only what people say but what they do, including at how we perform in our day to day lives.
Considering the consequences of our actions and encouraging ourselves to move away from protecting self-interests at the risk of obtaining the set goals is paramount.
It allows us to open our minds to the possibility of not only aiding our clients but in the process of learning from both our mistakes and successes. It obliges us to grow and continuously acquire new skills that in the end make us better at our roles as Teachers in an otherwise thankless profession.
Thus, performance begins in the classroom. To a degree one's performance can be discerned by how well your student does in your class. Their success rests on not only your ability to effectively teach a subject, be it English or something other, but just as importantly, rests also upon their shoulders! Their willingness to take advantage of your services and those being offered at the school that you work for is paramount.
There are many means being utilized to see if students are grasping concepts in class. However a long standing debate over the validity of many kinds of examinations has been called into question over the years. Especially in countries like South Korea where the examinations administered are often based on word for word examples from work books and texts read and written in class.
The simple fact of the matter is that there is more to performance than a simple examination. Students may have a talent for regurgitating information but whether they truly understand it and whether they can effectively implement what they have learned is another question altogether.
• Participation!
Yes, we have looked at participation in classroom. It goes without saying however, that you can tell who is "getting it" and who isn't by how well they perform in class discussions.
• Discussion over Q & A!
I do not deny the importance of Q & A but I also acknowledge that, like a True or False examination, it does little to ensure that students understand the answers whilst they may be able to recite it off the top of their heads. By actively setting up an atmosphere that allows for group discussions it not only allows for students to tests their understanding of a certain subject area but just as importantly is a great way for students to teach other students what they know and hence, the shy kids get to ask or hear the very questions asked that they may have been too nervous to ask themselves.
• Reviewing!
Yes, review class notes and all that jazz but just as importantly, have the students review their own performance and have them take an active role in their fate in your class. Even if they are doing well, find out what the difference is between what the successful student is doing as oppose to the unsuccessful student. The answers may be simple and than again, external factors may be playing that you might not have even considered before. The point here is to find out what your student and you can do together to ensure that he or she has the best chances possible in your class.
• Teaming Up!
Having students who need help partner up with a student who is either doing well or who may be at the same level is a great way not only to have the students get to know other people than their usual friends but just as importantly, provide insight into avenues that may help students excel in your class. After all, two heads are better than one!
Exhausted yet? Just remember, nothing worth having comes for free in life, and that is perhaps the most valuable lesson that anyone can ever learn. So go on, have some fun and spice things up.
Copyright © 2006, Mario R. J. Corbin and Suite 101. All rights reserved. Any unauthorized use will constitute an infringement of copyright.
