Standard #2 Rationale In the fall of 2012, I was in the course ED 325: Literature in Middle Childhood.

Throughout this course we created a literacy plan. In the literacy plan, we had to write about the different roles that play a part of the classroom. The different roles were the role of the teacher, the student and the environment. The InTASC Wisconsin Teaching Standard number two is about the teacher knowing how children grow intellectually, socially and personally. I have chosen the section on the role of the teacher for this standard because it is important for the teacher to take on the responsibility to know how each child in his or her classroom grows in those three aspects. The teacher is supposed to do assessments throughout the whole school year to help keep track of how the child grows. In the section of the literature plan on the role of the teacher, I have written about different types of assessments that I would conduct in my classroom to help me watch the process of that growth. I have also mentioned a few theories that go a long with those assessments because I feel that they help with the childs growth. One theorist is Brian Cambourne and his theory on the seven conditions of learning. There is practice for the student to get stronger with learning. The practice is giving the student and teacher time to assess what the student should be doing differently to help improve. There are assessments when student is given demonstrations or expectations to what the teacher wants to see from that child. This is an area that rubrics can really be used because the teacher can use them to show the student what he or she expects from them when doing an activity or project. The conditions that deal with approximation and responsibility are also great areas that assessment can be used. The student can take the knowledge that is given to perform tasks to show the teacher what he or she did or did not understand. The student is taking on the role of doing the task to learn the information given. There are three of the Alverno Education Abilities that I see in this section of the literacy plan. The first one is communication because there is constant feedback, whether it is verbal or nonverbal, between the teacher and the student as to how the student is progressing through the school year. The second one is diagnosis because the teacher is using multiple assessments to keep track of that progress that the student has done. The third ability is integrative interaction because throughout the whole process the teacher needs to be professional while he or she is giving feedback. The teacher also needs to make sure that he or she is using the assessments to help the student grow and reach goals that are set for him or her.