What is component 1B? Demonstrating knowledge of students is essential to teaching the students the content. Teachers can know the content and the pedagogy that goes along with it, but they must know their students in order to best serve the students. There are different factors outside the classroom that affect how the students learn and act inside the classroom. The teacher has to know the students academically and personally so they can work closely with them. The elements of this component are knowledge of the following; child/adolescent behavior, the learning process, students' skills, knowledge, and language proficiency, students' interest and cultural heritage, and students' special needs. This component is essential to a successful classroom because teachers have to know their students in order to teach them in their zone of proximal development (ZPD). Students need to be met where they are at so that they can build upon their knowledge. Looking at language skills, cultural aspects, and the students' personal home lives, teachers can get to know their students and their strengths and weaknesses.
How can it be implemented in the classroom? This component can be seen in the classroom in a multitude of ways including ELL students, students with special needs, and teaching students of diverse backgrounds. ELL students need to be able to be tested on what they are learning while the teacher takes into account their language skills. If a student does not have the strongest skills in the English language but is being tested on math, his/her English language skills should not effect their grade. The teacher must provide the student with scaffolds so they can show their strengths in math without being effected by language deficits. Another example of this in the classroom can be seen when a student has special needs but is in the general education class. If a student has dyslexia, the teacher needs to know their strengths and weaknesses so they can fully serve them. This can be done by providing them with a filled out sheet of notes so the student can focus more on learning the material rather than reading notes and copying them into their notebook. When a teacher knows the cultural background of students, he/she is able to give examples that students can relate to. Students learn best through examples that they can personally relate to rather than examples that do not pertain to their lives. If the teacher grew up in a city and is teaching in a rural area, he/she should use examples that related to rural areas rather than cities because students will learn better through these.
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