Module 4

Chapter twelve
Differentiating instruction is the main focus of chapter twelve. Diverse
classrooms call for teachers to appropriately give instruction to different kinds of
students. Teacher must be aware of students who are bored with the instruction,
because it is too easy, or the students who are struggling, because they can keep
up with the information being presented to them. A differentiated classroom is
student centered, and has a blend of instructions such as groups, individual, and
whole class. As stated in the book, teachers differentiate their instruction in three
ways: (1) content, (2) instructional methods, and (3) the student products they use
to determine learning progress. (Kauchak, Eggen). All three of these ways will
create a classroom environment that is effective.
Competency 11
Competency eleven explains how communication and interactions with families
can increase learning. Involvement with families is very beneficial. It helps the
teacher better understand the child, and it creates a more positive environment. It
allows the student to have more opportunity for success. When there is family
involvement, there is a support and that helps that student feel more motivated to
do their best work.
Competency 12
Competency twelve explains that professional development is an important part of
being an educator. Many school districts have trainings for all educators about
new curriculum or effective classroom management techniques. By participating

in these trainings a teacher can refine their professionalism. Professional activities

also give educators the chance to interact with educators from other schools or
even districts.

Competency 13
Competency thirteen explains how legal requirements are vital to adhere to.
Educators must be aware of the policies that keep everyone safe and promotes
successful learning. In Texas, for each subject and grade, teachers must uphold the
Texas essential knowledge and skills, otherwise know as the TEKS. These tell the
teacher what the students are supposed to learn by the end of the year. Ethical
requirements include giving students accommodations that are entitled to receive
them. It is expected that educators do not discriminate anyone because of race,
intellectual ability, or gender.
Chapter thirteen
Chapter thirteen is about the ways an educator can assess their students. Three
characteristics that relate to assessment are: Validity, reliability, and how practical
it is. One of the biggest factors of test taking in students is testing anxiety. There
are many strategies to reduce testing anxiety in students. Common practices
include, giving students enough time to take the tests, teach test taking skills, and
avoid comparing students. Testing effectively and often helps provide the teacher
a source of information about their students.
Conclusion

Competency eleven, twelve, thirteen, and chapter twelve and thirteen all provide
adequate information about professionalism, family involvement, proper
assessment, and legal practices. By understanding what these concepts entail the
classroom and the teacher will be successful.

References
Kauchak, Don, and Paul Eggen. Learning and Teaching: Research-Based
Methods. Boston: n.p., 2012. Print.