Teachers’ Practices of Differentiated Instructions, Fair Interactions and Fair Assessment of Students in Sargodha
Author(s) : Muhammad Uzair-ul-Hassan1, Bushra Kazim2 & Iram Parveen3
Classrooms are the most diverse and complex social structure for teachinglearning process where teachers practice differentiated instructions, assess students with fairness and interact with just. Sans doubt, potency in teaching always lies with teachers’ equity based interaction, assessment and pedagogy. Quality of student-teacher interaction is vital and fundamental to understand students’ engagement in classroom, fulfillment of students differentiated learning needs and their assessment that does justice with them. Teachers are considered as a catalytic agent who can play a pivotal role in students’ classroom to narrow the achievement gaps among students by bringing equity in classrooms. The purpose of the study undertaken was to examine teachers’ differentiated instructions, student-teacher fair interaction and fair assessment during teaching-learning process in classrooms. The study was quantitative and descriptive in nature and data were collected through self-developed questionnaire administered on primary school teachers. By using convenience sampling, 300 teachers were selected as sample from four tehsils of district Sargodha. The study found that albeit, teachers in primary schools are using differentiated instructions but not to the degree of satisfaction. They need more knowledge and orientation to understand the need and importance for using differentiated instructions in their classrooms. Also the study found that teachers are less fair in their assessment of students as well as do less justice with students while interacting with them in classrooms and schools.
Keywords: Fair interaction, differentiated instruction, fair assessment