Kail’s experience is instructive. As soon as she began teaching her students the Greek and Latin origins of many English terms — that the root sta means “put in place or stand,” for example, and that cess means “to move or withdraw” — they eagerly began identifying familiar words that incorporated the roots, like statue and recess. Her three classes competed against one another to come up with the longest list of words derived from the roots they were learning. Kail’s students started using these terms in their writing, and many of them told her that their study of word roots helped them answer questions on the SAT and on Ohio’s state graduation exam. (Research confirms that instruction in word roots allows students to learn new vocabulary and figure out the meaning of words in context more easily.) For her part, Kail reports that she no longer sees rote memorization as “inherently evil.” Although committing the word roots to memory was a necessary first step, she notes, “the key was taking that old-school method and encouraging students to use their knowledge to practice higher-level thinking skills.”
kicsprincipal on 14 Nov 12"If someone had asked" - yes! Let's ask students! But not just about how their teacher is working with them, other things also. But let's give them the tools to be asked and to respond. It's time to open the BYOD debate!
Why shouldn't we value the perspective and perceptions of students. What is described here is just another form of assessment. The content of which would need to be considered carefully as to focus on effectiveness of learning to establish trends, and not "teacher evaluation".
