Instructional and Assessment Strategies that Promote your Management Goals Todays classrooms are very diverse and

included students with various ability levels. The differences include cultural and racial differences to SES and learning style differences. As well as English Language Learners, students with special needs, and Advanced Learners. Teachers must find a balance within the curriculum to ensure that each student is making progress toward their goals. When students walk into the classroom they need to feel as though they are accepted for who they are. They need to know that their culture is embraced within the classroom setting and appreciated for any similarities as well as differences. One way for the teacher to incorporate cultural activities is to celebrate calendar holidays. The teacher can use books, music, art, theatre arts activities as well as other activities to introduce the students to the cultures of the world. There are three different learning styles: visual, auditory, and kinesthetic. The visual learners learn by seeing, auditory learners learn by listening, and kinesthetic learners learn by moving, doing, touching. Teachers must plan their lessons to include all three of the learning styles as well as combinations of the three learning styles. For a reading assignment the teacher can break the reading up over several days. On the first day the students can listen to story on tape for the auditory learner. For the second day, the students can read the story chorally or independent for the visual learners. Then on the third day the students can retell the story using pictures or pictures cards by placing the events in order according to how they happened in the story. English Language Learners will generally need varied amounts of specialized attention depending on their ELD level. The lower ELD students will require differentiated curriculum, chart and graphs, scaffolding activities, and other models. Whereas the higher ELD levels will be able to participate in the classroom curriculum with fewer prompts and supports. Students with disabilities will have an Individualized Education Plan (IEP). The IEP is a plan devised by the parents, the principal, special education teacher, general education teacher, and other support staff. The IEP states the students present level skills and annual goals that the student is expected to meet. It will also contain any special accommodations or modifications needed to help the student reach their goals. The general education teacher should work closely with the Special Education Staff to find out what strategies work best for the student in question. By using the Special Education Department as a support the teacher and the student will have more successes. Advanced Learners also need specialized attention in the classroom. They need additional supplemental activities that will challenge them and push them beyond their comfort zone. The additional supports should be within the students Zone of Proximal Development, which is just beyond what he student already knows. The teachers can provide additional vocabulary words, math problems, or art activities. The student should also be referred to the Gifted Coordinator of the school to see if they qualify for the GATE program or any other extracurricular activities on campus.

Teachers must plan ahead and be prepared for the various learning needs of their students. The task will not be easy but with proper planning the teacher can use grouping of the students, guided practice, independent practice, and assessments to meet the goals of each student. The first step is realizing where the student is academically, where you want them to be by the end of the year, and the proper steps to get them there. Teachers must also remember to use all the support within the school to help improve learning and success for the students. The support can come from other general education teachers, special education teachers, teachers assistants, and community volunteers.