Lisa Andresen

APA Writing Practice

EDUW 691

April 21, 2014

Number 1
Zahorik (2009) shared that heightened teacher enthusiasm, greater student academic increase,
decreased discipline problems and increased instruction are all directly related to decreased class sizes.
When educators are able to reduce their stress levels, they increase their enthusiasm and are able to
introduce new methods of teaching, benefitting their students (Zahorik, 2009).
Marsh and Willis (2009) pointed out that while individual teachers plan the specific lessons, the
standards they teach to and the conditions under which they implement their lessons are influenced by
a myriad of other individuals: the community, parents, school administrators and other teachers.
Teachers were not able to control all aspects of their teaching since the curricula they followed is
influenced and planned by groups of other people, such as parents, the community, school
administrators and other teachers (Marsh & Willis, 2009).

Number 2
With so many groups and individuals having a say in what happens in the schools teachers cannot
control everything in the curriculum. Some, but by far not the only reasons are (a) the curricula that
they implement have usually been planned in part by others, (b)some teachers receive ample
psychological and material support; other teachers receive very little support of any kind, and (c) no
matter how good or bad the average teacher is, it is always the case that some teachers will teach more
effectively than others (Marsh & Willis, p. 323).

Number 3
Within any given day at school I am a mentor, an advisor, an educator, a pseudo-parent or the
official hug giver. As an elementary/junior high school special education teacher I find my
teachable moments are balanced between academic instruction within the walls of my classroom
and the talks in the hallways as I walk with my students. Proof of my teacher effectiveness may
come at odd moments, when I least expect them.

Making a complete sentence may be what my fifth graders have on their minds and the journal
assignments are legible.

Fractions may finally make sense to my seventh grade student and he earns 100% on his daily
assignment.

My after school group student may have an I get it moment two hours after I taught a lesson.

My first grader with double hearing aids may look at me and suddenly rattle off quite coherently
the weeks word wall words.

I never know when proof of my effectiveness as a professional may come, but it is at these moments I
glimpse how vital the role of an educator truly is.

Number 4
Zahorik (2009) stated, The product of the emphasis on individualization is a greater coverage of
content, and to some extent, greater in-depth treatment of the content (p. 51).
Zahorik (2009) shared that, some increase in the use of hands-on activities, such as
manipulative activities, interest centers, and cooperative groups, occurs because of less student
misbehavior and greater teacher enthusiasm (p. 51).
As Marsh and Willis (2011) make note to, accountability is essential in the education field, for
when people are held responsible for their performance, their weaknesses can be identified and
eliminated (p. 323).
Marsh and Willis (2011) point out that accountability for student achievement does not always
take into consideration whether the planned curriculum is defective or not, whether it has been
properly matched with students, and regardless of the level of support the teacher receives (p.
323).

Number 5
Individualized education plans support special education services within the school for students
identified with a disability. However, as Zahorik (2009) pointed out, all students could benefit
from individualized instruction.
When classes are small, teachers do what needs to be done. As stress is reduced,
enthusiasm and satisfaction increase, and educators begin to implement teaching
procedures that they know will benefit students. The main result of more instructional
time, knowledge of students, and teacher enthusiasm is individualization. (p. 51)
Marsh and Willis (2011) discuss the effect of class size on behavior. Noting that behavior
significantly improves when more individualized instruction is provided.
In small class sizes, there is less misbehavior. When misbehavior does occur, it is more
noticeable, and teachers can treat it immediately before it becomes a major problem.
This reduced, if not totally eliminated, time spent on discipline leads to more time
available for instruction. (p. 323)

Number 6
Willis, C. M. (2011). Curriculum: Alternative Approaches, Ongoing Issues. Englewood Cliffs,
NJ: Prentice Hall.
Zahorik, J. A. (2009). Reducing Class Size Leads to Individualized Instruction. Educational
Leadership, 57(1), 51.