How to Implement Expected Outcomes
Making Content Writing Easier Through Example
I’ve practised content writing for some time so thought I would dig deep and find an old post that I wrote some time ago on my return from Teaching English as a Foreign Language in Thailand.
I’ve looked at writing as a niche so posted this content to give some kind of information about my achievements in a normal job. I think writing this helped me improve my own writing for my business today at Freedom to Roam Marketing and I wanted you guys to learn some stuff about me.
My Teaching Experience Review
Some years ago I had various achievements when employed as headteacher at a primary school that highlighted the importance of teamwork and how individual students affected each other as a single student studying alone or in a group. One example in a previous school I was employed at was the requirements as a team to work with my student’s to complete student expected outcomes. Expected outcomes are a list of needs for students to progress throughout the year.
The school’s headteacher asked me to work with fourteen other teachers who were foreign teachers to set high expected outcomes’ within the school’s curriculum to enable a character analysis of each student. Numerous high expected outcomes’ for each student meant high volumes of administration. Each student had separate high expected outcomes’ to be completed and a separate grading book for each class. I had seven separate classes with 147 students to grade a list of expected outcomes’ accordingly. That’s a lot of work but something the Ministry Of Education required.
All other homeroom teachers received high administration work but teachers were asked to work together as a team. It was this outstanding teamwork that helped us achieve a perfect analysis of each student. I found teamwork important when working with the expected outcomes’ assessment for each student to be graded fairly with complete awareness from myself and other teachers. Each teacher should at some points discuss the student’s skills with me in order to have an effective plan to assign various agreed work tasks that work close to other teacher’s areas of teaching.
I found efficiently implementing agreed tasks with other teachers a good practice. I’ll admit that the number of students expected outcomes’ was extremely high and meant less time for lesson preparation and activities due to teachers spending huge amounts of time on each student for the end of year overall grades
The system was effective and worked for both the school and the Ministry of Education at part of the school curriculum although extremely demanding at times. Imagine over 50 expected outcomes’ per child and 5 classes of students to teach. I had over 147 students to complete the expected outcomes for the end of year report. That’s 50 expected outcomes per student grading book and I had two books.
Teacher Assistant for Classroom Observation
I had an amazing teacher assistant in Thailand who was highly respected by the children and other foreign teachers in the lower grade known at grade three. Students loved her comfortable style of tuition for how she implemented the expected outcome assessment for each child.
The students loved her which made her job perfect for both myself as a headteacher and the school management. Another memory about my assistant teacher was how she observed the student’s behavioural patterns and assisted me with various teaching styles she had planned to introduce me the foreign teacher into her plans which I thought was an excellent idea.
I recorded the levels of student development where a range of various learning skills calculated tuition achievements, goals and needs. This meant an improved evaluation of the learning sequences for each child within the classroom environment. This teamwork was fantastic for classroom achievements for students and showed that even though we set a high expected outcome plan for them they could achieve far better with hard work than what we expected.
Behavioural management was an excellent system when each student was monitored on the influence on his or her behaviour. Various strategies from both the assistant and classroom teacher were put in place in order to reach a point of positive behaviour management. Students were taught about respect for their teacher and also work at a high level to succeed.
To reach this area of expertise the effective use of rewards and sanctions were placed upon the curriculum with a reduction of unwanted and disrupted behaviour. I found that these methods allowed each student more time to adapt to the learning outcomes’ and to the learning environment under an expected time limit. I recall some students needed special care and attention which resulted in more time needed to teach but it was beneficial to reach our objective.
This wasn’t a problem with other students working on handouts and needed much less time from me while others caught up monitored by myself and the expected outcomes’ assessment. This strategy gave me more time to deal with children with special needs. I remember on occasion parents were approached and various solutions were discussed to overcome the problems of students. Students in Thailand with learning difficulties so often learn in a normal school environment.
I recall having an excellent relationship with all parents often meaning parents wanting their students to have me teach their children the following year. My relationship with the parents meant the school achieving a higher registration of students each year and been a private school was an excellent method of forming a good relationship with the school’s principle hence me receiving the headteacher position after two years.
My expectations of the students learning as a homeroom teacher depended on how each student behaved in lessons when classes were separated into A and B classes. Students in class A were higher achievers and B the lower achievers but all were from the same grade. One of the remarkable studies I completed was done under discussion with the students from class B. One afternoon my B students in grade 6 were unusually quiet and I asked them for a reason. One student placed his hand in the air and mentioned that other teachers in the past had not congratulated them on their achievements.
I decided to give the students from class B some advice with a quiet speech and the student learning outcomes to mind. I explained that they were more than capable of been great achievers if their assignments continued to follow the guidelines I had them follow. This would reduce the distance between them and class A to become stronger in their studies. I congratulated the students and told them I was thankful for their studies at that point and talking to me about their problems.
I explained that they could achieve higher expected outcomes’ than class A and be rewarded with a certificate. The following months were incredible when class B achieved higher than class A had before with my motivational discussion with them to allow them to set high expected outcome required to pass each test and exam before the end of the year. What came next was the reason why I had become a teacher and love to be involved in education.
One day I was playing football with various students outside on the sports field and one student from class B, grade 6 came towards me. He said thanks for everything I had done to motivate him and his class to achieve higher grades than class A in grade 6.
His actions and voice made me realize he meant his words. I told him that he had completed all assignments for the high expected outcomes’ model to a level required to move on to the next year almost equal to class A in grade 6. That was the message I still have with me today about our little meeting and how they achieve what I asked of them and much more.
All students expected outcomes’ worked as a method to help them rise above the curriculum. Class A had also achieved high grades that year. For me, as a teacher, that moment was the highlight of my career because I had conditioned the lower level class to compete and become more active and successful in their studies using the student expected outcomes’ for assessment.
Teaching Different Levels
Over the years I have taught at most levels from Kindergarten to Business English and even the International English Language Testing System. Business English depended on business resources such as training rooms and computers within the business.
On occasion, I had to role-play due to lack of learning equipment but still implemented the student learning outcomes’ assessment. The business students I conducted lessons with were within proximity of the agency I then worked at giving me more time to prepare lessons at home or at the agency. I remember teaching from several books that covered interviews, telephone skills, correspondence skills and business role-plays.
The senior students found lessons easy to follow and learned business English to a good level. However, some students hadn’t learned any English before the contract and needed extra tuition I told them straight away that I was their teacher and will guide them about anything they wanted to know or achieve.
When a learning problem arose, classes were separated into various levels and more tuition hours were managed by me to maintain and improve the lower level students by setting them high expected outcomes’ to a suitable level decreasing learning hours overall and in time for the contract to be completed on time.
I have had some wonderful experiences and taught English at Thailand’s Channel Seven’s broadcasting channel, also an advertising re-touching company and a flight booking company, a flight system software business.
All memories from these experiences teaching Business English gave me so much motivation and commitment to my work as a teacher and really outlined the need to set student learning and expected outcomes’ as a normal procedure so that students knew about them from their first day of tuition.
Projects and Learning Activities
During projects, I found it important to observe the pupil’s performance to understand the wide ranges of skills in all areas of development and to understand the sequence of development each student took. I linked this knowledge with theory and used it to develop my own skills in order to move students towards the development of existing skills and put them into practice with appropriate teams on an equal balance with a list of expected outcomes’.
This in term showed individual learning needs as a group and as an individual, where various students were given a captaincy role to make various decisions on ideas within the project. Some children would rather sit back and be controlled than be controlled by students driven by a team leader with a set of expected outcome needs ready to achieve. However, the projects I initiated were for groups even though individual students were graded on their captaincy and development skills as a group or not.
The assistant teacher was asked by me at homeroom teacher to ask for permission before making formal observations of individual students. To develop into healthy, considerate and intelligent adults I found my students required intellectual stimulation for care and emotional security, especially the younger students in lower grades. The pupils I worked with were able to constantly think and learn whilst gathering new information and formulate new ideas for themselves while completing each list of expected outcomes’.
During activities, students were able to explore their environment to discover things for themselves. One specification I introduced was an environmental project where students worked at teams to create and produce theme cities built from home products such as plastic bottles, paper and other household wastes. The plan was to build a city that would show huge improvements to the environment and how to live and succeed in their cities.
I chose Singapore at an example of a city that is clean safe and of the mixed ethnic population. The teams were split into their school colour groups and asked to build a model city with me their expected outcomes’ teacher. A writing exercise was also implemented where students had to create a set of rules and procedures on to how people were to act to enable a successful environment within each city had it been a reality.
The outcome of this project was remarkable and was placed outside the principal’s office for parents to see. I took photographs at each level so that I could grade the students on their ability to work together and as a team under a time limit with a bunch of listed expected outcomes’ at hand to achieve.
The children loved our environmental project and even though the standards of each group differed, the students all had great ideas and came up with cities such at Ice City and Mountain River and hospital city where people go when they get sick. I find that quite appropriate now as we are hit with the Corona Virus.
The children loved to be able to steer away from typical English lessons to become developers in a more Social Science theme. Students were extremely competitive because of the expected outcomes’ to succeed where incentives were laid down with each team winning various treats and prizes for motivation. All classes enjoyed a party with ice cream, cakes and music for an afternoon when the project was complete.
The principle was overjoyed, I felt proud of the children when the project was complete. Each team won house points, gifts and at mentioned an afternoon party. Most students wanted to be part of a group and were willing to co-operate with others.
I found that my students were also very competitive on behalf of their group, class or teams but always succeeded with myself and other teachers. That was the lesson I wanted them to achieve to prosper in all classes with all other foreign teachers.
This type of competition for my students was viewed upon as ‘team spirit’ or demonstrating loyalty to the group. It also improved my relationship as a teacher with various students and their parents due to the excitement this projects created.
After the environment project was completed, I focused on the pupil’s strengths and behavioural difficulties that gave an example towards each expected outcome to what a student can do in terms of learning from the project. This in term created foundation for future learning activities.
Teaching meant me passing information than receiving it. The lessons were then interpreted into meaning or understanding. I have noticed that very young children are not able to use a complex system of symbols; it takes time to learn the system in their home environment but with expected outcomes’ been implemented it was 100% possible.
Children use other ways to communicate their needs and feelings to other people, for example, body language, facial expressions and gestures. As a teacher, I have never shouted at a student but rather used body language and facial expressions to calm students down or relay a message of my feelings.
Students often use facial expressions and body language, which in time is understood by the teacher as he/she begins to know the student more each day. Language learning was tough sometimes for students had to communicate with others, relate with others, explore the environment, understand concepts, formulate others and express feelings.
Improving Your Writing Skills
It’s important to know that at some point you’re writing may become a part of what you have achieved before you became an affiliate marketer and what kind of subjects you used to write about. I used to have a travel blog so decided to show you this post I wrote some years ago about my life as a teacher.
I feel even though I wasn’t familiar with content writing for SEO as much as I am today I did have some kind of skill to write for my audience. I’m still learning and will continue to in the future for my audience. Please comment below and subscribe from the popup if your interested in learning far more about how to run to your own business as an affiliate marketer to make a business that works with content writing that wins.