STANDARD 3

All teachers should give constructive instruction and feedback to students in both
written and oral contexts while being aware of diverse learners’ needs. Teachers
should effectively provide a variety of instructional strategies, constructive
feedback, criticism, and improvement strategies.

1. Fully state the standard in bold text. Then write a paragraph explaining your
knowledge and understanding of that standard—put the standard into your own words.
I believe that this standard refers to teachers understanding the importance of

consistent feedback on progress in class. This standard also talks about teachers offering

students different ways of inputting knowledge and ways of improving their skills.

Students learn through a variety of ways, so it is important to recognize the various

options for instructional strategies, forms of constructive feedback, and giving students

multiple means of demonstrating their improvement. Teachers should accept oral, written,

and illustrated forms of conveying knowledge, especially from English Language

Learners. Teachers need to be conscious of the feedback they give students and need to

anticipate the way that students that students might interpret and respond to the feedback.

2. Explain how the artifact you chose demonstrates your understanding and application

of the standard.

The artifact that I chose, my Individual Child Assignment for CI 475,

demonstrates my understanding and application of this standard as I wrote lesson plans

that responded to the English Language Learner’s special needs and wrote ways of

providing the student feedback on areas to improve upon. I analyzed the student’s

particular needs and tailored my lesson plans around the specific goals I had for the child.

By constantly and consistently evaluating student work, teachers can gain a better

understanding for what the students need to work upon and what they teacher needs to

explain further. Feedback is good for maintaining open lines of communication with
parents, students, and teachers on progress in the classroom and understanding the

common goal each person has for the success of the student.

3. A If the artifact has been used in your practice, reflect on how your teaching will

change in the future to further meet the standard.

B. If the artifact has not been used in your practice, i.e., a class assignment, reflect

upon how your teaching will be impacted by the assignment.

My artifact is a reflection of a child’s progress through the education system and

how to assist the student in reaching their highest potential. I evaluated the student’s

abilities in reading and writing, compared them with the test scores, and established goals

for the student collaboratively with the Reading and Language Arts teachers. I got

feedback on the students from multiple sources and the collaboration group (her teachers

and I) relayed our concerns and goals to the student. It is important that the student

contribute to the decisions and goal making process. The student’s input is a key element

in understanding where they feel they struggle in comparison to where the students feel

they need help. I will always encourage students to state their opinion and position on

decisions that affect their future. It gives students experience playing an active role in the

community (in this case, the classroom community). The creation of this artifact

impacted my future teaching by encouraging me to involve students in the decision

making process more and offering multiple forms of feedback on student progress.

4. Conclude with a paragraph discussing how you are more prepared to Teach and Learn

in a Diverse Society as a result of satisfactorily meeting the standard.

I am more prepared to Teach and Learn in a Diverse Society by meeting this

standard because I understand that students learn in different ways so they need feedback
in different ways. Students should also be allowed to demonstrate their knowledge

through multiple modes of expression. Sometimes it is easier for a English Language

Learner to say or draw their response rather than write or vice a versa. Allowing code

switching is also important because it encourages students to participate more in

discussion, which should improve their understanding of the English Language. It is

important to give constant feedback, so students can improve their behaviors early on and

teachers can catch misunderstanding of the fundamentals before they turn into large

problems as the concepts build.