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Studying in United Kingdom Sample Essay & Outline

1.Introduction

Background information

The growth of international students in United Kingdom is a reflection of an increasing trend of the number of students willing to pursue their higher education in the Western nations. Since 2000, international students studying in UK increased by 65 percent. The trend is increasing as more students from other regions including Asia and continents such as Africa anticipating to pursue their education in UK. UK is the second most popular international study destination hosting over 500,000 students globally. It follows US with over 690,000 international students. Other popular international students destination nations include; Germany, France and Australia (Bentley, 2006).

Attraction of international students to UK results from efforts made by the government in internationalizing academic institutions and as well attracting more students to their academic institutions. There are different national and as well institutional strategies implemented in UK. These strategies are aiming at creative a competitive environment in United Kingdom whereby top talents from different nations continue migrating to the nation. More so, there is a global rise in demand of higher education. Consequently, there is a creation of a need of expanding international capacities over different international students host destinations (inclusive of UK). In UK, higher education delivery is through combination of both private and public institutions (Bingham, 2009).

During this period, there is a global competition of the brightest international students. More so, different nations are competing for the well-informed higher education students. In UK, education sector appears as the second largest global market. This falls second after healthcare sector of the nation. This is inclusive of the education expenditures encountered by the government. According to data revealed by UK treasury in 2012, total expenditure by the education sector amounted to US$4.5tr.

Factors such changes in the demographic setting of United Kingdom market and as well increasing expenditure by other economies, there is an anticipation of growth of education sector in a compound proportion of 7% up to the year 2017. Similarly, it will have a significant influence on the size of the global market of education sector by increasing it to US$6.3tr in 2017. Some of the highly pursued courses of study in UK by the international students include technology and as well linguistics. This is a research study on an Asian Student interested to study in UK. The basis of the research paper is reasons and experiences while studying in United Kingdom (Bingham, 2009).

Significance of the study

In order to understand international education offered in UK, it is vital understanding some aspects governing international education offered in different parts of the world. In the research paper, there is an intention of answering questions regarding international academic organizations present in UK, their implemented strategies that attract international students and as well courses pursued by international students while studying at UK (Crow, 2008). This study aims at developing reasons why the Asian student has an urge of studying in United Kingdom. This study will aid other students willing to be international students in other host destinations. This will be a form of reference by Asian students anticipating to further their studies in UK. The main objectives of the research paper are learning the strategies used by UK in attracting and welcoming foreign students to their international academic institutions (Crow, 2008).

On the other hand, the study will aim at developing an analysis of experiences of students while studying in UK. In addition, the study objects at developing the underlying relationship between Asian education system and UK education. This is in terms of the curriculum and as well learning environment in the two nations. Another objective of the study is to determine the implications for the management for the bridging gaps in UK that enhance international students’ experience while in UK. Lastly, the study will highlight on challenges faced by international students while studying in UK (Marginson, 2010).

2. Literature review

In UK, international students are a relevant source of college diversity. Host students in UK experience an advantage in increase in cultural diversity and as well equip themselves with skills that aid them while working with different people. UK has a good reputation of a high quality of education (Bingham, 2009). This is according to reports made by international students studying in UK. Organization of their universities, colleges and as well other academic institutions is quite different as compared to other nations.

Institutions in UK have a global recognition by awarding organizations and appear as among the best in the world. According to many people from other continents, they consider UK academic institutions as ‘home of English’. This has a great impact on international students’ perception to the quality of education offered in these institutions. More so, it makes UK an attractive host destination for international students globally (Bingham, 2009). As highlighted earlier, education sector is lies second after the healthcare sector in terms of annual expenditures. Therefore, it is a great boost for UK economy. Apparently, growth of education sector in UK presents boost in export opportunities. This is in areas related to education publishing and as well reference materials from these universities (Marginson, 2010).

In UK, the total exports (government income) arrived at through the education sector are £17.5bn. This is according to income reports made by UK government in 2011. High income generated by the education sector in UK makes it the fifth largest service export in UK. Other export services in UK include insurance services and as well computer and information technology services. Other than the highlighted income gain by UK through international students studying in UK, there are other indirect benefits that the government and as well the international students experience while in the host destination nation (Crow, 2008). Students gain an experience in diversity of their interrelation with people from different backgrounds that makes them competent in their workplace. More so, the government builds a good reputation with other nations that enhances brand (UK education) recognition in the global market.

Reports made by other research shows that UK is the most popular destination for students studying English abroad. English Language Teaching in UK has a net worth of 2.5bn UK pounds. This is similar with a 35% of the global education market in terms of value. In 2013, international students in UK paid a tuition fee of 3.9bn pounds (this is exclusive of scholarships the government granted to international students). Apparently, their living expenses amounted to 6.3bn pounds. Higher education in UK is a major source of income for the treasury.

Among international students, there is a widespread perception that they are a homogenous group while in UK. According to earlier research made, since the end of World War II, there is a spectacular growth of international education in UK. Increase in the number of international students in UK has an attribute to strategies implemented by the government and as well academic institutions located in UK (Marginson, 2010). Subsidized fees for international students willing to study in UK is a strategy implemented by the government since 1970s where it aimed at attracting more foreign students to UK. Apparently, the ideology of free market was another strategy implemented by the government that drove the economy during this period when there was need for expanding friendly relations with other nations (Marginson, 2010). According to a market research reported by Higher Education Statistics Agency of UK, introduction of scholarships for international students in UK had a positive impact on the growth of international students living in UK (Ramia, 2013). Students from Asia and as well continents such as Africa remain as the target groups for UK academic institutions. Scholarships offered by UK government on overseas students fosters diplomacy and reinforces the development of assistance priorities of international students (Marginson, 2010).

Other than the public academic institutions in UK, there is also some private funded academic institutions. Private funded academic institutions offer wide variety of courses to the international students. IT and management, arts and as well theology courses. Increasing the scope of subjects offered by UK academic institution is a strategy that aims at attracting more students to these institutions. It aims at overcoming the challenge of perception among students from different nations that studying abroad is just for foreign languages (linguistics) (Marginson, 2010).

In a research conducted by Department for Business Innovation and Skills of UK, it shows that the population of students studying in UK is diverse and as well inclusive of students from a wide range of ethnicity and age. Their study comprised of students within a wide scope of learning where some were under employment and others did not work while others are full time students at these universities (Bingham, 2009). In their survey, they developed that course selection of the students depends on personal interests and as well career relevance. In their research, conducting interviews on different international students in UK revealed that different students have different reasons for having an interest in enrolling for a course in UK academic institutions. Some of the reasons highlighted by their research include;

A). broadening horizons and experiences in a different nation
B). some revealed that they had an urge of improving their chances of getting good jobs in different nations and as well in a different set of interrelated cultures.
C). some stated that the international reputation of these institution attracted them to studying in UK.
D). the quality of UK education is another factors that attracts many international students to UK.

According to some respondents, they stated that that UK academic institution has a higher quality of education unlike their home nations (Gürüz, 2011). Apparently, courses offered in UK and home nations acted as a boosting factor attracting more students to UK. Among the interviewed students from Asia and Africa continents, they stated that they had a great on advancing and improving their English competence. This was in terms of understanding language as their course and subject of interest (Marginson, 2010).

Despite the attracting factors highlighted above, previous research stated that international students studying in UK face some challenges while in the international schools in UK. Some of the limiting factors as highlighted by HM Government “Industrial Strategy: government and industry in partnership” include;

1. Co-ordination failure brought about by change in studying environment and as well interacting with different cultures while in the institutions.

2. Migration policies implemented by the government aiming at controlling the process of acquisition of visa have a negative impact on the students’ perception of UK.

3. Strategies and structures implemented by institutions on the other hand has a great impact on student’s perception towards UK schools. Unlike with some government policies aiming at attracting more foreign students to UK, some institutions implement control policies that potentially limit the expansion of international student members in UK.

4. Competition in education sector experienced in UK creates a challenge to the international students as it is changing the face of the education sector.

5. With the rise and advanced technology among different nations, there is a change in demand for international education. More so, international schools are competing for students. Similarly, it is affecting the nature and quality of education received by the international students while the host destinations.

6. Unlike the highlighted competition faced from other international schools, there is another form of competition faced from local providers. This brings about a barrier to market entry for some institutions, as they are unable to meet the minimal requirements and standards as with the already established nations (Marginson, 2010).
As stated earlier, in the research paper, there is an intention of analyzing experiences and as well, reasons why international students have a preference of studying in UK in comparison with other international schools located in other nations. The two hypotheses for this research paper are:

1. UK is the best nation for foreign students seeking international education. This is the null hypothesis for the research. The hypothesis represents a wide scope of UK education in terms of experiences of international students and the quality of education in UK in comparison with other nations. In addition, it this hypothesis is in support of the reputation the nation has in terms of its academic institutions.

2. The other hypothesis for the research paper is UK international schools poor in terms of students’ experiences. This is the alternative hypothesis and has a basis on the challenges faced by foreign students studying in UK (Marginson, 2010).

In testing the hypothesis outcome, there is an intention of applying a statistical method of analyzing the hypothesis. This is through using the two-tailed test of hypothesis based on the research data collected (Bentley, 2006). Correlation will be another statistical method used while analyzing and testing the hypotheses. Testing of the hypothesis will have a basis on feedback from received from foreign students in UK. Significance level of the research will be underlying positive reputation of UK education system. Feedback from the research will be the basis for the distribution of in the tailed curve of correlation. Based on the correlation outcome, a two-tailed prediction test will show the research outcome that will play an important role in determining a conclusion for the study and as well the hypotheses of the research paper (Bentley, 2006).

3. Methodology of the research paper

The research adopts a case study approach where there is an anticipation of having 50 personal interviews with Asian students studying in UK (Marginson, 2010). Students incorporated in the research paper will range from undergraduate students to postgraduates. More so, some members of staff will play part in the interview. Staff members used in the research interviews should have a close interrelation with the international students. This interview comprises of both formal and informal responses gathered from the students and members of their staff. Interviews (based upon interaction with the students and members of staff) with a single responded lasted for one and a half hour. Time taken with a single interviewee took longer aiming at determining their experiences and as well comparison between educations system adopted by UK and Asia (Marginson, 2010).

Among students, the interview protocol used included questions related to their choice of study subject, choice of the academic institution and preference of studying in UK unlike other nations. More so, with the students, there is an intention of determining the students’ education background, their expectations while choosing to study in UK, university and support services they get while in UK. Learning environment in UK will as well contribute in proofing the research hypothesis. The students completed a questionnaire with the question as the formal section of their interview. Furthermore, there were informal interview with the students aiming at determining their personal experiences and as well their recommendations to other students with an interest of studying in UK (Kell, 2012).

Staff members participating in the research have a design of measuring the extent at which international students participate in education practices. Staff members gave data on student experiences through a different dimension. Research data dimensions provided by the staff members include 1. Involvement of foreign students in school activities (both in-class and out-class). 2. Participation of these students in educational programs such as internships. 4. Perception of staff members on foreign students from Asia. 5. Lastly, data from staff members will be a measure for international student’s satisfaction with the UK education system based upon their overall experiences with other students in UK.

Data collection used in this study took place from March 2014 to May 2014. The final sample of data collected was on 15 May 2014. Some interviews were through voice calls and some through Web-based and paper survey based on the region of the institution of learning of the students. Some students were student leaders. Forty seven percent of the students used in the study were first years whereas the others were seniors in UK international schools. The population sample comprised of 40% female and 60% male interviewees (Cochrane, 2008).

Variable specification and analysis strategy of the study

During data collection of the study, there was employment of eight measures based on student engagement. In addition, there were other four measures applied in the study that had a combination of 100 items. These measures used in the research paper is a representation of active interaction between the Asian students with other students in the institution. Other representation based upon the measures used in the study include academic challenges the students experience, their active and collaborative learning experiences in relation to other students in other nations. Support the students experience in their schools, time students spend relaxing and interacting with others, their use and reliance on technology while learning. Their English competence, their satisfaction, their personal and social development skills gained while in these academic institutions and lastly, gain of job-related skills (Gürüz, 2011).

Data collection strategy

In addition to the already highlighted method of carrying out the research, telephone calls dominantly played a crucial role for studying in some institutions located far from London (which was our reference point for the research) (Cochrane, 2008). These calls requested confirmation that providers gave the target institutions. Data collected analysis was through tables. Web-based survey conducted on some students and staff members receiving was through emails. Filled templates with basic details of about their experiences (Bingham, 2009). There were 40 telephone responses and 10 response mails received from the population sample. From the data gathered, there was employment of both qualitative and quantitative analysis methods. SPSS analysis and Excel tables gave a permission of determining the connection between interviews and the asked question about students’ experiences in these institutions (Marginson, 2010).

Data analysis method used in the research was in to sections. First year outcomes analysis was different with senior year’s analysis. It aimed at determining the difference between the two groups in terms of their perception and as well, their behavioral differences while integrating new cultures and adapting to the new education system in UK (Gürüz, 2011). Twelve-measure scale was the basis for our examination of international students in UK. Computation of effect sizes of determining the magnitude of deviation from the reference point based on prior reputation of UK education. Standard deviation was a method that played an important role in computing then effect size of the research results (Cochrane, 2008). Later after determination of magnitude deviation, an effect size of .10 applied as the substantively trivial measure (implying that the difference determined was too small for consideration). Apparently, a study effect size greater than the trivial (.10) appeared to be practically important and used in calculation and analysis (Bingham, 2009).

Other than correlation method used in testing the hypothesis and some part of data analysis, in the study, there was application of regression method of analysis where scores between seniors, staff and juniors perceived to have an impact on the satisfaction of the students and as well their choice of their subjects of study. Multilevel modelling was the regression method applied in calculation and determination of the similarities between the factors influencing choice and students’ experiences while in UK (Bingham, 2009). Analysis involved determination of the impact of experiences while in UK on students’ expectations when joining these institutions (Bentley, 2006).

4. Results and Data Analysis

Through the undertaken study on international students in UK. Some issues identified in the research paper include the quality of education offered in UK, foreign students’ experiences in UK, training of the staff members and lastly the intensity of supervision of the students while in these institutions. In the study, a high number of students studying in UK have their subject of interest being English language (Gürüz, 2011).

In the carried out research, there was a revelation that international first-year students in UK face more challenges as compared to senior international students. Furthermore, there was an observation that first year students spent less of their time interacting and relaxing with others. However, their participation to social development and general education (inclusive to their job-related skills) was higher while compared to senior students (Kell, 2012). Reliance on technology was equally significant on senior students and first year students (Bentley, 2006).

While using multivariate regression method, first year students had a greater score in engagement in academic activities as compared to senior students. Apparently, as with the interviewed staff members, they reported that first year students had a greater gain in social and personal development. While determining the reasons and attracting factors leading Asian students to applying to study in UK, senior students had quite different perception and reasons. They highlighted that UK education system had a better organization while compared to other nations. Apparently, their quality of education was higher in relation to other nations (Marginson, 2010).

Out of the 50 students engaged in the interview, there was a revelation that course and subject selection depends on personal interests. There were some Asian students in UK who stated that their subject selection was dependent on expanding their job opportunities. In terms of percentages, students with the urge of improving their chances of increasing their chances of getting a job are 45%, whereas those who had a reason broadening their horizons was 30%. Lastly, some Asian students who stated that they wanted to improve their language competence was 25%.

Apparently, interview question carried out on staff members aimed at determining relationships between students studying in UK and their participation in activities whilst in these schools. Results for the interviews carried out were as follows:

Based upon student satisfaction, 90% of the respondent students stated that they met their expectations. Whereas 10% of Asian students studying in UK did not meet their expectation and thus did not have full satisfaction.
The diagram below is a two-tailed representation of students’ satisfaction as recorded in the study.


Ho is the null hypothesis for the study
H1 is the alternate hypothesis

Discussion

Studies in the study reveals that international student especially first-year students have an active engagement while in these academic institutions. Comparison between senior and first year students in UK, incorporating technology in their daily activities while in UK was common. They appeared more comfortable and confident while using technology. This is through communication and as well handling their assignments (Gürüz, 2011). Apparently, from the data collected from the research, it shows that there is a direct relationship between instructors and the international students. Due to the high reliance on technology, most Asian students use technology methods of communication while relating with other students in these institutions. High reliance on technology of international students in UK is because of language barriers brought about by cultural diversity and unfamiliarity with a cultural diversified environment. Trend in reliance on technology by Asian students while in UK is due to continued engagement in a face-to-face communication between students as they are progressing with their studies in UK.

Reports made by staff members revealed that Asian students participate actively in academic and community service activities. This is an indication that these students have an urge of broadening their career skills and increasing their competence. Participation in creative activities is another factor faced by Asian students studying in UK. It plays a great role in enhancing their relationships with other students in these institutions. Furthermore, it plays a crucial role in promoting their career competence (Dale, 2006).

5. Conclusion

Results of this study reveal previously unknown aspects regarding undergraduate students in UK. This is inclusive of their experiences, engagement in school activities and as well reliance on technology. Due to high expectations while in UK, most students have an active education involvement (Ramia, 2013). Their choice of schools to study in depends on reputations these institutions have. Quality of education in UK is another factor developed to attract more students to these universities. In terms of satisfactions, population sample used in the study revealed a high level of satisfaction while in UK. The null hypothesis of the research proves true since students reported that UK education system is better in comparison with their home nation’s education system.

Implications of the study

There is a requirement for further research in order to determine factors that affect socializing of Asian students while in UK. It is an important aspect in determining student’s satisfaction while in UK. Another implication of the study is negative effects affecting high and low densities between senior and first year students. Low density has a negative impact in socializing and may contribute to social isolation while relating with others in these institution. This study is important to the Asia student interested in studying in UK as it reveals other students’ experiences and levels of satisfaction while in UK.

Recommendation for further study

There is a need for a further study while investigating international students in UK. The study ought to use a larger population sample. More so, using students from different regions may be important in investigating the quality of education and as well, challenges that students encounter while in UK (Dale, 2006).

Limitations of the study

The study faced some limitations. The population sample used in the study was a representation of a small group of students studying in UK. The second limitation was that the study was able to take into account the students’ background parental education as the pre-known variable. Lastly, some of the students involved in the study did not reveal some information about their experiences while in UK (Dale, 2006).

References

Hotcourses (Firm). (2008). Postgraduate UK study and funding guide: 2008/09. London: Hotcourses.
Great Britain. (2011). Student visas: Seventh report of session 2011-2011. London: TSO.
Great Britain., & Great Britain. (2009). Managing migration: Points-based system : thirteenth report of session 2008-09. London: Stationery Office.
Cochrane, J. (2008). Asian tourism: Growth and change. Amsterdam: Elsevier.
Gürüz, K. (2011). Higher education and international student mobility in the global knowledge economy. Albany: State University of New York Press.
Stationery Office. (2014). International Science, Technology, Engineering and Mathematics (Stem) Students: House of Lords Paper 162 Session 2013-14. The Stationery Office/Tso.
Marginson, S. (2010). International student security. Cambridge: Cambridge University Press.
Bingham, D., & European Council of International Schools. (2009). CIS higher education directory 2010. Woodbridge: John Catt Educational.
Great Britain., & Great Britain. (2006). Immigration control: Volume III, oral and written evidence. The Stationery Office.
Crow, I., & Semmens, N. (2008). Researching criminology. Maidenhead: Open University Press.
Dale, P., Holland, M., & Matthews, M. (2006). Subject librarians: Engaging with the learning and teaching environment. Aldershot, Hampshire [u.a.: Ashgate.
Bentley, P. (2006). The ÞPhD application handbook. Maidenhead: Open University Press.
Ramia, G., Marginson, S., & Sawir, E. (2013). Regulating international students' wellbeing.
Kell, P., & Vogl, G. (2012). International students in the Asia Pacific: Mobility, risks and global optimism. Dordrecht: Springer.
Grande-Bretagne. (2008). The economic impact of immigration: 1st report of session 2007-08 : ordered to be printed 18 march 2008 and published 1 april 2008. London: Stationery office.

Classroom Management, Instruction & Assignment

The educational field is a very delicate sector in any country; researches done in this field are pertinent for the teachers, students, parents and other stakeholders in the education sector. A lot of experts in this field encourage teachers to conduct, to help them in their academic endeavors and for them to understand better the important requirements of their profession. The teachers have to understand how to manage the class, assess the students and instruct them in the right manner. This paper looks at the concept of classroom management, instruction and assessment that should be done by teachers in a bid to promote an effective classroom.

Classroom management

Classroom management can be described as term that describes the process of ensuring that the classrooms lessons are able to run effectively and smoothly despite the disruptive behavior that exists in the classroom caused by students. It is of the essence to understand that the classroom management also implies the prevention of different disruptive behavior. Many researchers have argued that if a teacher loses the control of a classroom, then it is extremely difficult for the teacher to regain control of the classroom. It is my belief that there is a need for the teacher to deal with the problematic students in order to maintain the sanity and organization of the classroom (Gestwicki, 2009). One way that this can be done is through co-operation with the troublesome children's parents.

Good parent teacher partnership has a great impact on the achievement of the students and their level of engagement in the classroom. From research, there are clear indications that both the parents have different authorities on the students and their partnership would make a good force that will enable to improve the students’ performance and make them committed to their studies (Gestwicki, 2009). The parent is normally considered the first teacher to children, so their input in their children’s academic is quite important and helpful. Further, in terms of discipline they also play a major role as they are the ones that are involved in disciplining the children when he or she is at home. There are several factors, which affect the performance of students (Olmstead, 2013).

These include the instructional actions of the teacher, the student’s expectations, the amount of time spent on constructive and high- yield activities while out of school, the quality of activities in school, the beliefs, expectations and standards of the parents, and parent-teacher communication. These all can be used to enforce the discipline of the child. I do personally belief that the beliefs of the parents can also be influenced by the communication between the parents and the teachers (Fuller, 2008)

The students whose parents are more involved in the work they do while at school have better academic performances and fewer behavioral problems. The parents who interact more with their children’s teachers tended to produce higher performing students. These interactions include notes, telephone calls, newsletters, home visits, parent-teacher conferences, weekly folders, open-house nights and dialogue journals. Therefore, if they work in collaboration with the teacher, the discipline of the child can be dramatically improved and consequently this will undoubtedly contribute to the general classroom management (Gestwicki, 2009). The parents play an imperative role that should not be ignored.

The teacher should also be firm with their decisions in the classroom setting. Discipline is one of the most important things that the teacher can induce to the students and therefore, they should ensure that they develop caring, supportive relationships among the students, promote the development of student social skills as well as social regulation and use different and diverse interventions in order to assist the students that have behavior problems. It is of the essence to understand that these should be done together with the parents in order to ensure that the instruction comes from both the parents and teachers. This will effectively serve to optimize the student's access to learning and consequently improve the classroom management in a great way (Olmstead, 2013).

Classroom instruction

There is a need for proper classroom instruction by the teachers in order for the right information to be passed towards the students. It is in fact, the quality of this classroom instruction that leads to quality education. I do believe that in the current education system, the information that needs to be fed to the students should be enough and that which is quality. The teachers in the instruction should also prepare the students for the examinations.

Teachers play an important role when it comes to preparing students for tests and helping them in practicing and also doing reviews for the tests. Often teachers will use instructional activities in a class to help students in the learning process (Dìaz-Maggioli, 2004). Some of the instructional activities that a teacher might use are case studies that relate to what they are discussing. Case studies are easy to analyse and are also exciting.

Every student in a class has an understanding that is very different from that of another student and for this reason, instructional activity will help students to coin understanding from the activity and understand the activity better by making the observation. Teachers could also use debates which will involve students airing their own views and this is interesting and it will be easy to remember for students. Teachers use instructional methods to create and environment for learning where the student will be as involved as possible. The instructional activities also lead to teachers and students being involved in a specific activity of a specific nature. For instance in an English class, the teacher could ask students to share information on a specific topic and everyone is asked to participate.

There is a lot of knowledge that can be gained from such a discussion (Dìaz-Maggioli, 2004). There is also the teacher interaction and she will correct any wrong arguments and giving the right answers for the question. Usually a teacher would ask the class to ask questions that relate to different topics and this opportunity can be used to prepare for a test (Dìaz-Maggioli, 2004). The teacher can help students in answering any questions that they may be unable to find an answer to in class. With this activity students are able to ask any questions they have and for which they would like the teacher to give more information on or clarification.

When reviewing for a test, group discussions are very helpful. Questions are formulated by the teacher and the students are asked to form several groups with a certain number of members. When the groups are formed then the group members come together and discuss the question. The questions available either from the teacher or elsewhere are used to review the topics. This is an effective way for students to review for attest especially because there is so much information being shared among the group members.

In such groups while reviewing for a test, the members could seek the teacher’s presence to clarify on anything that they may not understand and the teacher will give his/her input (Dìaz-Maggioli, 2004). The information shared here is easy to remember especially because a student will remember the moment of the discussion and this will be easy to recall the information and the topics discussed.

When preparing to take a test after practicing and reviewing for the test, a student should have an idea of how the test is likely to be set. The teacher is of help in providing the students with any previous test papers, explain the likely outline or format that an exam could take and also the likely expectations for the paper (Danielson, 2008). Any tests have rules and the teacher plays a role in helping students understand the rules when preparing for the test.

There can be tension building up in among students but the teacher will be responsible to reassure the students that they have learnt all that is like to appear in an exam and they should use their review materials to revise their notes and other information. Teachers help students to feel calm and to be composed by providing all the necessary reading and practicing materials that a student requires as well as guidelines on the most appropriate behaviour when taking a test. When a student has practiced and reviewed information, then they are prepared for the test. It is essential that teachers are there to help in the practicing, reviewing and also preparation for tests and most especially to provide support of any kind for students to feel comfortable.

Classroom assessment

The teacher needs to understand whether his or her instructional techniques have worked and whether the students have gained knowledge. For this reason, there is a need to assess the students. The classroom assessment is important as it has helped setting a timer so as to ensure that all students’ academic needs are being met and a completion of each activity as planned. This helps for smooth transitions which are completed and together with the modeled procedures, students are able to get what is required out of lessons (Danielson, 2008).

Assessment is tailored to establish what students are aware of understand, founded on what they from, do, write, say or understand. Each student benefits when assessment mirrors a whole-student way, giving a holistic outlook of learning and growth. Education experts often recommend the employment of a number of assessment tools, procedures and ways to construct before learning to avoid imitation and thus add value. The classroom assessment should mirror the course materials and the instructions that were given by the teacher (Dìaz-Maggioli, 2004).

In conclusion, the three processes, classroom management, instruction and assessment should always go hand in hand in order to ensure that indeed there is the delivery of holistic education to the students. They are key components of ensuring quality education to the students. If one part is missing, then the others cannot be fulfilled. It is therefore, the objective of the teacher to ensure that all these processes are put in the right manner and that the students are given the best of education that is required.

References

Fuller, M. L. (2008). Home-School Relations:. Boston: Allyn and Bacon.
Gestwicki, C. (2009). Home, School, and Community Relations. New York: Cengage Learning.
Olmstead, C. (2013, November). Using Technology to Increase Parent Involvement in Schools. TechTrends , 57 (6).
Danielson, C., (2008). The Handbook for Enhancing Professional Practice: Using the Framework for Teaching in Your School. Alexandria,VA: Heinle ELT.
Dìaz-Maggioli, Gabriel (2004). Teacher-Centered Professional Development. Dallas, Texas.