Re: Tricky Old Teacher Full Video
Lin Hosley
On the other hand, maybe your teacher wasn't thinking about gerunds at all. It might be surprising for a learner to realize how many English words have definitions as both nouns and verbs.
I am currently going into my 4th semester of nursing school and into my FINAL class.. its advance med surg- critical care. I am repeating this class because the current professor FAILED 6 students out of 20. i was short by 3 points!
i know nursing school is hard and trust me i have had hard teachers but this one is UNREAL. she will tell us to study for A,B,C and then the test comes and its X,Y,Z. she has 35 years of experience under her belt and she thinks we should have the knowledge like her to answer these ques. She tricks us on purpose because she is "testing" us. We go over exams and the answers ARE WRONG. she wont give us rationals! so she "reviews" exams and will hand one person 5 extra points another 1 point. she doesnt EXPLAIN what ques was given a point or not so we are never told the RIGHT ANSWER! it is all VERY CONFUSING!
I need help on advice what to do. we went to the head of the department and she was shocked she treated us this way. the professor was talking down to us and even COMPARING us to her other students from another school. My dean was upset and seemed concerned. YET she is RETEACHING the same class! my dean says " well.... its her class.. her rules" i can not fail this class again.
Tests that are given are reviewed prior to actually being given. All test questions have to be approved for a teacher to use is what I'm getting at. If something warrants reviewing or adding back points, then it's done. Certain questions may add points back...now student at A may receive 5 points because the 5 questions they missed were those that award points. Student B may get 1 point because they only missed 1 of those questions.
And when they say study A B C, and it looks like X Y Z. It really is A B C in an applied form(not gonna say its that critical thinking crap, it's THINKING). So let's say you study Fluid and electrolytes. you learn about the things that affect potassium in the body. and you also have a cardiac lecture about EKG's, which includes causes of PVC's. If the teacher says that PVC's are caused by a low potassium. But your test question has "a patient has had diarrhea for 3 days and poor PO intake, what do you expect to find on their EKG?" Or they show you different ekg's and you have to pick the right one, they are TESTING that you can connect the dots. They want you to know that the pooping and poor intake are contributing to low potassium which will show PVC's on the EKG. Or they can say that the patient is having PVC's, which of the following lab values would you expect to find. And you would pick a low potassium from the 4 choices. Or they can make it a select all the at apply asking about what you might find with a patient pooping and not eating. You would find low potassium, ekg changes, etc. Make sense?
I would say that if the Dean reviews the course and finds no reason to revamp the class then there shouldn't be any reason to revamp the class. At my college I've heard of this situation coming up with a few of the instructors that used to teach the entry level assessment courses for the bachelors track (1 of which I had). Out of this situation came the dismissal of 2 faculty members and the replacement of another who was more fit to teach the DNP track anyways. With all of this information being said, I noticed that there were 3 things that made the students in these faculty members' classes panic and do poorly (they all are very intelligent...they're going to have no problems passing NCLEX next Fall) they had anxiety about the faculty member from poor previous experiences w/ her, they didn't particularly fall into the critical thinking aspect naturally, and finally they over studied (The biggest thing IMO that ruins Nursing students.) Basically, what I'm saying is you're going to do well, don't let your poor previous experiences dictate your future because if you do what you've always done you will get what you've always gotten (switch it up and find what helps with this class), and don't study till the point you need Haldol. Good luck!
(Not sure where you got this idea -- I've taught in a few different nursing programs over the years, and I've never been anywhere where instructors' tests were reviewed and "approved" in advance -- test content was entirely and solely up to the course instructor. Administrators might get involved after a test has been given if a large enough group of students appear to have a legitimate beef, but there is no prior oversight in any nursing program I've ever attended or taught in.)
Our college lets professors or instructors develop tests, however the clause to the situation is that anytime there is a dispute it must be reviewed by the professor or instructor administering the tests. If not to the students satisfaction it must be reviewed by the Dean and College's BON. If the dean and BON see nothing wrong then there is "nothing wrong".
Bogus isn't the right word there...I understand what you mean though because this might not occur at other schools. Just like one hospital may do something that another has never heard of, I can't speak for other programs. But the BSN program I attended(and I'm back there for the MSN and my wife is doing the MSN in education track) has a curriculum review board. They review the exams for those classes who typically have a higher than average fail rate. This is one of the initiatives of the new dean. She's redesigning the curriculum all together and this review group may be part of her evaluation method for the new design.
Agreed! It's like the girl in my class who said the test we just took was ridiculous and unreasonable because a few people failed. The majority of us passed. He isn't out to get you, you just didn't understand the material or didn't know how to apply it. There is a difference.
Being brutally honest...a majority did end up passing. I also don't agree with being short by JUST 3 points...you were short by a cumulative trend/average that lead you to being 3 points below the failing line. Many missed questions contributed to the final grade.
Unfortunately, the school isn't going to say, 'what did the instructor do wrong to cause those 6 students to fail?'...the school is going to say, 'what did the 14 students who passed the course do differently than those you didn't pass?' I hate that it has to be that way and I hope it works out. You've already gotten this far, hang in there!
Once the student has learned those letter-sound correspondences, the word will no longer be tricky or seem irregular. High-quality explicit synthetic phonics readers often list the temporarily tricky words they contain on the inside cover. These words are explicitly taught before the child reads the book.
A sight word is essentially any word a person recognises automatically, without effort. It is not a word that has to be learned by visual rote memory. Words become sight words because of the number of times we see or write them in context. All words, regular and irregular, become sight words for competent readers.
Teachers should distinguish between words that can be completely decoded using letter-sound correspondences and those that cannot. Words that can easily be decoded and encoded phoneme by phoneme require less teaching time than the tricky, irregular words.
When the student feels that he is developing automatic recall, encourage the student to self-assess by looking, saying, covering, visualising and writing the word, saying the letters. He can then check what he has written by comparing it with the original.
In 2021 the government announced that everyone who wished to offer courses leading to QTS from September 2024 would need to apply for reaccreditation. It was made clear that close adherence to the CCF was a necessary element of a successful application. In 2022 and 2023 those who had been accredited were told to submit four examples of materials they might use for trainees and mentors as a way of further demonstrating they were closely following the CCF. Anything which went beyond the CCF would require research evidence to back it up.
That is an important caveat of course. But once you define a teaching training syllabus in a DfE document and you learn that you will be both inspected and accredited (or not) against it, that document becomes the syllabus. Other very important things, such as subject and age phase, take second place, whatever the intentions of the authors of the CCF.
Teacher training in England is on the whole pretty good. It is guided by the two documents described above and regularly inspected by Ofsted. But greater emphasis on the age of the pupils and the subject being taught would make it even better. Control by the DfE and Ofsted is only good up to a point. The CCF is a valuable checklist, but teacher trainers need to offer courses which go much further and are much better than this document.
Using the book Fierce Conversations as one touchpoint, participants will share previous experiences, define areas of needed focus, practice using a case study from their experience, and make plans to implement these strategies. The purpose of this workshop is to make each of us a better leader, teacher, and communicator as we navigate the tricky and sticky moments that arise each day.
Rachel Concannon is the Upper School Counselor at Head-Royce School. She is a Marriage and Family Therapist with over fifteen years of experience helping adolescents and adults through challenging times. Prior to working at Head-Royce, she was a school counselor at Alameda High School and King Middle School, and a therapist at Planned Parenthood. In her role at Head-Royce she counsels students and faculty, leads the teacher mentor program, and oversees the high school Health and Wellness curriculum.
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