IMPORTANCE OF PERFORMANCE SKILLS
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The document emphasizes the importance of performance skills in public institutions for social engagement and leadership, highlighting feedback as a crucial component for student evaluation and learning. It discusses the effectiveness of service-learning as a teaching strategy to enhance students' comprehension and skills through community engagement, while also providing recommendations for one-on-one teacher-student interactions to improve academic performance. The key strategies include fostering positive communication, establishing a structured plan for individual meetings, maintaining confidentiality, and setting high expectations for all students.
IMPORTANCE OF PERFORMANCE SKILLS
- 1. IMPORTANCE OF PERFORMANCE SKILLS In all public institutions and organizations, performance skills are crucial and significant in social engagement and leadership. The practical and intelligent performance involves specific talents that increase with practice and direction. For performance evaluation, feedback is crucial. Feedback is any response regarding the interpretation or conduct of a student. Communication can be oral, written, or gestural. In the evaluation and learning process, the objective of feedback is to enhance a student’s performance, not hinder it. Providing feedback must be either a positive or neutral learning experience for the student. Negative feedback might inhibit the effort and accomplishment of students. Instructors are responsible for fostering student learning and providing feedback in a way that prevents students from leaving the classroom feeling dejected. To improve students’ performance, a teacher must offer the Service-learning technique. The service-learning approach is “a teaching strategy, a learning
- 2. activity, and an educational philosophy that promotes active and engaged learning by integrating experiential learning and student inquiry with classroom learning through community service.” In brief, service-learning is a curriculum-based teaching and learning technique that allows students to apply academic theory to real-world situations directly. The particulars of a service-learning project rely on the institution’s mission, the academic discipline and program, the grade level and course type, and the learning objectives. Service-learning initiatives can be included in any academic program at any level. Service-learning projects assist students in achieving the course’s learning objectives. These projects might be transdisciplinary and span multiple courses. A distinguishing feature of a service-learning project is that it is a community-based component of a course for academic credit. Service- learning has a long history and an extensive body of study. It is predicated on the notion that experiencing and inquiry-based learning is more successful than merely theoretical learning (that is, learning is enhanced by putting theory into practice and direct inquiry). Implementing course material as it is learned allows students to build a broader and more profound comprehension of course material and higher-order thinking skills.
- 3. Since service-learning projects are community-based and carried out in conjunction with community organizations, they involve various stakeholders in the learning process. If designed and done appropriately, they can contribute to a more rigorous and meaningful learning experience. Service-learning can enhance personal and social development, including interpersonal communication and teamwork skills, citizenship and civic engagement skills, self-efficacy, ethical action, and social responsibility, all of which are essential for the continued growth of democratic societies. Other than service learning, the following are ten recommendations for teachers to improve each student’s academic performance through one-on- one private dialogues. Be Positive Before discussing the steps a teacher must take to develop an effective strategy for connecting with students, I want to underline the importance of having a positive attitude before beginning. You can be a disciplinarian as a teacher when handling 20 or 30 pupils in a classroom, but you should not be a disciplinarian in one-on-one discussions. Positive emphasis is essential.
- 4. Be Specific With Your Compliments I have stated that it is necessary to give students three things they did well in their work BEFORE being critical, but the praise should be as specific as possible because kids can detect BS. When evaluating a fictional writing project, you could complement the student’s creativity, dialogue, and characters. THEN, you can discuss the defects. Numerous individuals have told me they dislike writing since a teacher emphasizes their spelling and punctuation errors. If the negative is highlighted, students may be dissuaded from enhancing a vital ability. Develop An Organized Strategy Before the start of the school year, you should establish a plan for private one-on-one talks with your pupils. This requires planning how much time you will spend with them. I would propose a monthly 10-minute meeting with each kid. Your classroom environment may dictate the meeting’s logistics. To be considerate of students’ time, it is possible to hold private meetings during class while the rest of the students work on an assignment. Tell Students Your Plans On the first day of class, inform pupils that you will be meeting with them individually. Remember that many children are accustomed to meeting with
- 5. a teacher only when they have done something wrong. Put your idea in writing on a sheet of paper distinct from the course material and classroom rules (which students should help draft). In your strategy, emphasize that your goal is to work with each kid individually to enhance their academic skills. List the skills such as critical thinking, questioning ability, writing, and speaking. Tell Parents Your Plans Providing administrators with your plans is likely required, but alerting your pupils’ parents is also vital. Please encourage students to share the written materials you distributed on the first day of class with their parents. Post your plans on your class website and Facebook page, if you have one, and devise a method to inform parents. It is essential to keep parents updated about their children’s progress. Finally, highlight the fact that you are meeting with EVERY student. Be as discreet as possible. Communicating with parents could help you avoid the issue of having one- on-one meetings with pupils in class, where their classmates can overhear the talk. Confidentiality is vital for productive meetings. Ask parents if after- school sessions are permitted if you cannot meet with pupils alone in your classroom or an adjacent room while monitoring the remaining
- 6. Treat each student equally in terms of time Do not spend more time with sure students than others during formal one- on-one meetings, and remind students that this is your decision. If you spend more time with a select few students, they may quickly conclude that you have favorites. Of course, you can continue to be available to students who want your assistance outside of one-on-one sessions, but you must make it crystal clear that you strongly encourage all of your students to seek this type of assistance. Advisingly, do not treat each student equally. Other students do not respond well to scathing criticism. Throughout the school year, you will learn which pupils require extra care. Consultation with these students’ parents is an excellent way to learn how to provide guidance and feedback to these students. Observe the pupils’ facial expressions while conversing with them, so you know when to compliment them on increasing their morale. LISTEN Before Talking Let your students talk before you do. This is especially crucial during the initial meeting. Allow the kids to identify themselves. Before offering to
- 7. advise, you must have a thorough understanding of every pupil. Ask them open-ended inquiries if they are unwilling to communicate. Take notes to recall specifics about the kids. Make it evident in future sessions that you remember specific student information. As mentioned in Simon & Garfunkel’s song “The Sound of Silence,” “hearing without listening” is not good. If you know and understand your students, they will feel more revered. Establish high standards In your initial meeting, emphasize that you have high expectations for EVERY student. Students with average or below-average grades may have low expectations since they have battled for years. IT IS YOUR RESPONSIBILITY TO BOOST THEIR CONFIDENCE BY ASSURING THEM THAT EVERY STUDENT HAS SKILLS TO HELP THEM SUCCEED IN LIFE, EVEN IF THE STUDENT IS UNAWARE OF THESE SKILLS OR THEY Inform pupils that you will assist them in acquiring and enhancing these abilities. Make it clear that you will maintain high standards throughout the school year. Therefore, enhancing the performance capabilities of students is not all that challenging. A pupil can accomplish this admirably by utilizing the techniques and suggestions listed above.