에서 다양한 장르의 곡을 통해 헤이야의 다양하고 재치 있는 끼를 보여주었다면, 이번 곡들은 좀 더 성숙하고 세련된 느낌의 곡을 선보인다. ‘도라지타령’, ‘뱃노래’, ‘돌아와요 부산항에’등 우리나라 사람들이 기분이 좋거나 또는 슬플 때 저절로 흥얼거리게 되는 익숙한 곡을 선곡하여, 각각의 멜로디는 살리되 현대적인 색깔을 충분히 섞어 표현하였다. 1) 도라지타령(Doraji Taryeong : Traditional Korean Ballad) 조선 후기 신민요(新民謠)인 도라지타령의 멜로디를 중심으로 하되, 현대적인 리듬을 접목시켜 세련되고 도시적인 느낌의 곡을 탄생시켰다. 해금, 대금, 25현 가야금의 국악기들의 다양한 연주기법과 바이올린의 풍성한 화음이 더해져 음악적 완성도를 더한다. 2) 뱃노래 (Batnorae : A Boatman`s Song) 고기를 잡으며 부르던 노래로, 물살의 변화를 국악기의 리듬과 장단으로 표현하였으며, 각 악기의 애드립(ad lib)을 충분히 살려 현대적으로 재해석한 곡이다. 3) 돌아와요 부산항에 (Dorawayo Busanhange : Come Back to Busan Port) (황선우 곡) 대금의 음산한 분위기로 시작하지만, 이내 곧 구성지고 호소력 짙은 해금 소리로 듣는 사람의 흥을 돋운다. Different types of Scaffolding used for various types of construction. The 8 types of scaffoldings are trestle, steel, patented, suspended, cantilever, single, double, kwikstage scaffolding etc. To understand these Scaffoldings completely lets first learn its definition and then the uses of various Type of Scaffoldings, and their uses. In this blog you’ll find the most important scaffolding types with their images and explanation. By understanding the meaning, usage, purpose and results of each type of Scaffolding. You can easily select the various types of Scaffolding required for your construction work. This is also helpful in creating a safer environment for construction workers. Keep yourself updated from latest article about most trending products and share your thoughts. Student feedback should reference a skill or specific knowledge. A rubric is an instrument to communicate expectations for an assignment. Effective rubrics provide students with very specific information about their performance, comparative to an established range of standards. Providing a one-on-one meeting with a student is one of the most effective means of providing feedback. For younger students, try highlighting rubric items that the student is meeting or try using a sticker chart. Give feedback to keep students “on target” for achievement. The student will look forward to having the attention and allows the opportunity to ask necessary questions. Regular ‘check-ins’ with students lets them know where they stand in the classroom and with you. A one-on-one conference should be generally optimistic, as this will encourage the student to look forward to the next meeting. As with all aspects of teaching, this strategy requires good time management. Try meeting with a student while the other students are working independently. Time the meetings so that they last no longer than 10 minutes. Student feedback can be given verbally, non-verbally or in written form. It is imperative that we examine our non-verbal cues. Facial expressions and gestures are also means of delivering feedback. It makes a far greater impact on the student when only one skill is critiqued versus the entire paper being the focus of everything that is wrong. Utilize this strategy when grading papers or tests. This means that when you hand back that English paper, it is best not to scowl. For example, when I taught Writer’s Workshop at the elementary level, I would let students know that for that day I was going to be checking on the indentation of paragraphs within their writing. This strategy allows you the necessary time to provide quality, written feedback. When I conferenced with a student, that was my focus instead of all the other aspects of their writing. This can also include using a rotation chart for students to conference with at a deeper more meaningful level. Students will also know when it is their turn to meet with you and are more likely to bring questions of their own to the conference. Educate students on how to give feedback to each other. Model for students what appropriate feedback looks like and sounds like. As an elementary teacher, we call this ‘peer conferencing’. Train students to give each other constructive feedback in a way that is positive and helpful. The principal at the school I taught at would often volunteer to grade history tests or read student’s writing pieces. Write daily or weekly, dated comments about each student as necessary. Encourage students to use post-it notes to record the given feedback. You can imagine how the student’s quality of work increased tenfold! During a conference over a test, paper or a general ‘check in’, have the student do the writing while you do the talking. Keep track of good questions the student asks, behavior issues, areas for improvement, test scores etc. If the principal is too busy (and most are), invite a ‘guest’ teacher or student teacher to critique work. The student can use a notebook to jot down notes as you provide the verbal feedback. Of course this requires a lot of essential time management but when it is time to conference with a student or parent, you are ready to go. Return tests, papers or comment cards at the beginning of class. Sometimes seeing a comment written out is more effective than just hearing it aloud. Returning papers and tests at the beginning of class, rather than at the end, allows students to ask necessary questions and to hold a relevant discussion. During independent work time, try writing feedback comments on a post-it note. Place the note on the student’s desk the feedback is meant for. One of my former students had a difficult time staying on task but he would get frustrated and embarrassed when I called him out on his inattentive behaviors in front of the class. He would then shut down and refused to do any work because he was mad that I humiliated him. I resorted to using post-it notes to point out when he was on task or not. Students are quick to figure out which teachers use meaningless praise to win approval. Although it was not the most effective use of my time, it really worked for him. If you are constantly telling your students “Good Job” or “Nice Work” then, over time, these words become meaningless. Make a big deal out of a student’s A on that vocabulary test. If you are thrilled with a student’s recent on-task behaviors, go above and beyond with the encouragement and praise. Make a phone call home to let mom or dad know how thrilled you are with the student’s behavior. Comments and suggestions within genuine student feedback should also be ‘focused, practical and based on an assessment of what the student can do and is capable of achieving’ (Dinham). “I noticed….” Make an effort to notice a student’s behavior or effort at a task. Communicate with your students the purpose for an assessment and/or student feedback. Remember when you finished a class in college and you were given the chance to ‘grade’ the professor? If they were teaching the class, what would they do differently? For example; “I noticed when you regrouped correctly in the hundreds column, you got the problem right.” “I noticed you arrived on time to class this entire week.” Acknowledging a student and the efforts they are making goes a long way to positively influence academic performance. Demonstrate to students what you are looking for by giving them an example of what an A paper looks like. This is especially important at the upper learning levels. How nice was it to finally tell the professor that the reading material was so incredibly boring without worrying about it affecting your grade? What did they learn the most from you as a teacher? Why not let students give you feedback on how you are doing as a teacher? If we are open to it, we will quickly learn a few things about ourselves as educators. Remember that feedback goes both ways and as teachers it is wise to never stop improving and honing our skills as teachers. Learn more about how to progress in your teaching career with an online Certificate in Education Support today. Laura Reynolds is a former fourth grade teacher with a Masters degree in Education from Drake University and a BA degree in Psychology from the University of Iowa. She currently works as an education consultant and curriculum writer.