Skinner’s Behaviorism theory of language development. Repetition is a vital part of this theory wherein students imitate a correct version of a statement back to the interlocutor with positive feedback given to begin to form habits. Instructors used the method of repetition in various circumstances throughout the class sessions. For example, in French 102, the instructor introduced vocabulary words by having students imitate the words back to her one by one after she had said them correctly. When the students accurately repeated the words back, the instructor would give positive feedback such as nodding her head yes and saying “oui!”
I believe many students have trouble summarizing a piece of writing because it seems intimidating to summarize a full page into five to seven sentences. I had a lot of trouble summarizing a piece of writing until I learned a few simple steps from my English 095 teacher. It would be amazing to help students learn how to write good summaries and watch their writing improve throughout the year. My favorite thing we did in class is when we were writing narrative essays. I loved learning how to write a narrative and procedural essay.
On top of that, I had an English class where my teacher would give us a poem and we would have to analyze it. She would then tell us to come up with our own poem and short stories to present to the class. In this class, I learned how to annotate texts and to understand why the author wrote it the way he did. This class also helped me learn more complex words to understand texts and enhance my writing skills.
The teacher went through all the stages giving the proper time to each one; without wasting any time. The students were always engaged and were doing the tasks in the time limit established by the teacher. The best examples of concept checking questions I extracted are from a peer’s class. The teacher, after each task, asked simple and concise questions to perfectly check the meaning (when introducing new vocabulary), and the context (after each task). After the questions, the students had the context clear.
The students would write in each open area an important family value, such as love, support, thoughtfulness, and honesty. I would then have the students discuss in small groups what values they notice that were similar. Applying Firebird to my classroom, I would use the idea of mentors of role models. I would partner with high school seniors to come in and talk one-on-one to my students. This would allow my students to interview the senior of what made them successful in the areas of academics, personal life, and hobbies.
My observation of Mrs. Seeley, a SpEd teacher at Sigourney High School, was very interesting and inspirational. The way that she connected to every student and morphed her teaching around each student’s disability was remarkable. I was truly amazed, especially with the kids who had ADD or ADHD because they were calm, collected, and well behaved. When, usually, they are bouncing off of the walls, cannot focus, and don 't listen to directions well. They were all on task and did everything that she asked them to; this showed me how much that they respected her.
1 BPT1501 Assignment 04 UNISA student number: 57342709 Unique assignment number: 867207 2 Context Cover page: page 1 Context page: page 2 Observation Essay: page 3 to page 4 Photo collage: page 5 Story on photo collage: page 6 Plagiarism report: page 7 Permission letter: page 8 3 Observation: I did a five day observation in a 00 class at a nursery school. I observed many interesting and valuable teaching concepts.
Read and clearly understand my writing assignments. - -Prepare an outline and organize my thoughts for each paragraphs. -- Work on grammar by studying the WWWS provided in class at least once or twice a week (specifically comma splices and punctuations), and taking practice quizzes on websites such as quill.org and eduplace.com. -- Build my vocabulary lists and choose my words carefully in order to grasp reader’s attention.
Student Engagement A good teacher should know how to engage students in learning activities and be able to respond to diverse students needs in the classroom. The classroom observations I have seen these past week has shown me examples of good teachers. In all the classes I observed the students sat quietly and were always ready to raise their hands and answer questions. In my kindergarten class all the students were really into their assignments and wanted approval of their work from their teacher.
Entry #2: Date and Time: Friday, February 17, 2017, 9:00 a.m. to 12:00 p.m. (3 hours) Task/Activity: Students in both classes started off the class by taking their weekly spelling test. Following this, both classes examined prose-constructed responses completed by fellow students (although responses were kept anonymous). Students would then work in groups to grade the response according to PARCC standards.
We will then discuss the documents, and the possible reasons as to why the Japanese were interned, and following that the students will work on the documents on their own. Once again, this allows the work to be modeled for students, and for students to have an immediate discussion over the material they just read before working on their own for the other documents (Bruner). In lesson, 3 students are given direct instruction over the Pacific Campaign, and the concept of island hoping, and are introduced to the Navajo code, and that some minorities were praised during the war this ties into previous units where we have examined how America has treated
The teacher will allow students to form small groups of various sizes (two people to five) and give the students a small slip of paper with a situation on it. Situations might include being at a funeral, winning an athletic game, and a first date. The group will write a short skit using touch as a main feature based on the situation they are given. For example, a two person group with the funeral might have one person crying while the other person drapes their arms around the crying character or hugs him. After all the students have been given enough time to write and practice their skits, they will go up in front of the classroom and perform their skits.
Observation- On Tuesday12, 2016 the students were given a writing assignment about what they wanted to do during summer vacations. The assignment was given to first graders at Centennial Elementary School. The time was at five o 'clock and the lesson consisted of the teacher and eight students; five girls and four boys.