I will inform students of the rules by: (Briefly describe how you will teach students about the classroom rules.) I will introduce the rules for my classroom by telling the student that my classroom has rules just like their general education classroom. I will ask the student what rules they have in their general education classroom and find which ones are similar to the rules posted in my classroom. I will have the student share examples and non-examples of the rules they are familiar with and then discuss the rules they are not familiar with by introducing each one. If they are
Respond with a win-win structure 4. Follow-up A teacher will construct a consequence for the student based on the behavior and position the student is displaying at that moment. -A process The teacher has set consequences. The teacher will explain to the students the rules. When a rule is broken the student will already know what is the consequence for their misbehavior.
He uses the example that students ask to leave class to go text someone in the hall and he know when they lie to him about needing to use the restroom. He still allows them to go because then they have to depend on him for any freedom that they are given. Lesson number five is an Intellectual dependency, it is to wait for the decision or choice from an expert to go off of instead of trying to go on your own. Provisional Self-Esteem is the sixth lesson the kids learn from Gatto. Kids are taught from a young age that they are loved no matter what and Gatto tries to correct these misconceptions by teaching that self respect should come from the judgments of others.
This keeps the relationship intact between me and the student, but corrects the behavior as well. In addition, I want to be warm and allow time for questions and inquires. I would like to be able to keep a good relationship with my students, but also keep them on task. If the entire class needs to change their behavior then the entire class will be addressed. For example, if I have a class that has an issue with talking over me, I will reprimand the class and start handing out tardies to the students that will not stop talking.
Mr. Keating then asks what “carpe diem” means, and one of the students replies with “sieze the day.” Mr. Keating wanted the kids to learn on the first day, that it’s okay to go after your dreams, even if it’s stupid or you have people saying no. Mr. Keating also has some of his classes outside. This connects with the essay Nature by Emerson. Another example of how the Dead Poets Society relates to transcendentalism is the Dead Poets Society itself. The society that the boys were in helped them realize
• Note the grammatical complexity of the writing. The feedback strategy used for this lesson will be “Tweets about today’s lesson” where the students will “tweet” about the lesson and can answer either what they learnt from the lesson, what they did not know or what questions they might have. (Presto Plans, n.d.) The feedback strategy can inform the student on how students understand and where they can learn more. The “tweets” can then be put up on the wall for the students to go back to and when they understand something they were unsure of previously, they can replace it with a new “tweet” or add it to their previous “tweet” to see how their learning has
The students just need to get the help. As long as the students are getting the help, there’s no point in the no pass, no play rule. For school teams, the coaches are typically teachers. The teachers understand the struggle students are going through, “Coaches are very understanding about a student putting schoolwork ahead of sports. They will be understanding if a student needs to attend extra help after school before coming to a practice.” Students can balance school and sports, they just need to find the balance first.
There is a slight difference between miscue analysis and retrospective miscue analysis. When a teacher conducts a miscue analysis with a student she listens to a student read and marks their miscues. After the reading has taken place and she has marked the miscues and jotted down any notes the student then retells the story to the teacher. In retrospective miscue analysis the student and teacher do the same thing as a miscue analysis but allows the student to discuss their miscues with the teacher after the reading. It allows the student to discuss and reflect on their own miscues with the teacher.
If students don’t have to deal with being bullied, then everybody would be happy. For instance, my sister when she was in school, she used to get bullied every single day. They would call her 4-eyes, they would knock her books out of her arms, push her around the hallway, and then she would come home crying because of how they tortured her in school. She then decided to send an anonymous letter to her principal asking him to please start grading students on their conduct. She also thought that she might add to the letter what “some students” were doing to her everyday so she did.
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing
By the time the model questions have been completed, the scaffolding will almost be completely removed and the students will be working independently. This conforms to the notion of “hand over principle”, Dunphy and Dunphy (2003). When the students work independently, the teacher should have his strategies to deal with frustrations ready. He has to make sure that the contents of the task fall within the students ZPD and a good interaction with the students is provided, Wood, Bruner and Ross (1976). Students should be given meaningful feedback which is a very crucial point, particularly a verbal one as it allows a dialogue through talk.
I will give a chance for students to read over the documents. 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 then read the community helper cards, asking the students the questions for “Who Am I?” based on the descriptions as in samples listed above. When the children ‘guess’ the community worker, the teacher will display the community helpers card, which includes a picture of the community worker and its description of details inside the pocket chart. The teacher would allow the students to choose which community worker they want to work on for their next assignment. Once the students have chosen their community worker, the teacher would divide them into small groups and each group will be given a box of books to read on the community worker that they have chosen. Once the students have read and researched about their community workers, they will be given another box and materials to paint and decorate for the building where their community worker works.