Using Assessment In Instruction (TESS 3d) + Young Adolescent

Motivation (AMLE Standard 4, Element d)

When giving my students feedback, I

attempt to make it the most constructive feedback that I can possibly give them. To emulate this, I usually
write long explanations when giving a written assignment. For instance, to the left is an image of one of
the responses that I have given to a student I taught in the second year of my internship. This student
always showed engagement when presented with the opportunity that allowed them to express
themselves. In an effort to reinforce this type of behavior, I wrote to the student that showed them that
they had what it took to engage with the content on a level that demonstrated their ability to think
critically. I also mentioned how much their writing impacted me on a mental level, letting them know that
I was able to construct what they were talking about based on the information that they had described in
my mind. Feedback of this level helps to illustrate what level of response I desire from my students as
well as the information that I see as essential in the construction of a response.

This I believe aligns with the 4th AMLE Standard focusing on its fourth element which states that
“Middle level teacher candidates demonstrate their ability to motivate all young adolescents and facilitate
their learning through a wide variety of developmentally responsive materials and resources.” To get even
more specific, an action like writing a paragraph over a students method of writing helps to establish a
higher level of esteem that the student may feel in regards to their own work. This action helps to
establish an environment where the student can recognize that I care for their success in a way that more
than just a product of a student-teacher relationship.