Unlocking Student Success: The Power of Success Criteria, Relationships, and Clarity

Autor/in	Eagan, Timothy
Titel	Unlocking Student Success: The Power of Success Criteria, Relationships, and Clarity
Quelle	In: NECTFL Review, (2023) 90, S.95-102 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-5965
Schlagwörter	Academic Achievement; Outcomes of Education; Culturally Relevant Education; Teacher Student Relationship; Evaluation Criteria; Learning Motivation; Learning Processes; Social Emotional Learning; Second Language Learning; Second Language Instruction; Standards; Instructional Design; Benchmarking; Guidelines; Language Proficiency; Scoring Rubrics; Public Schools; Elementary Secondary Education; Speech Communication; Writing Evaluation; Feedback (Response); Self Evaluation (Individuals); Massachusetts + Suchen Sie Ihr Suchwort? Schulleistung; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Motivation for studies; Lernmotivation; Learning process; Lernprozess; Zweitsprachenerwerb; Fremdsprachenunterricht; Standard; Lesson concept; Lessonplan; Unterrichtsentwurf; Richtlinien; Language skill; Language skills; Sprachkompetenz; Scoring formulas; Auswertungsbogen; Public school; Öffentliche Schule; Master-Studiengang
Abstract	This article emphasizes the importance of success criteria as a tool to support students' academic success. Research has consistently shown that strong teacher-student relationships lead to improved academic outcomes, but building strong relationships involves defining their impact on student learning outcomes. Success criteria support personal development and academic success, leveraging relationships by answering three key questions: "What am I learning?; Why am I learning this?"; and "How will I know that I have learned it?" By describing what learners must know and be able to do, success criteria make the learning target visible to both teachers and students. The article further examines the concept of teacher clarity, central to effective learning partnerships within a culturally responsive context. When teachers are unclear, students may lose motivation and engagement, leading to low achievement, especially for underperforming students. Therefore, effective communication through success criteria can support academic success and build strong teacher-student relationships. (As Provided).
Anmerkungen	Northeast Conference on the Teaching of Foreign Languages. 2400 Main Street, Buffalo, NY 14214. e-mail: info@nectfl.org; Web site: https://www.nectfl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01