I believe that students learn best from their mistakes if they see it in many forms. In the beginning of the film, a math teacher lets many students solve one problem on the board and the students learn more than one technique and see mistakes along the way. This way students are engaged and the teacher is there to observe and tell them what’s wrong rather than the teacher lecturing the whole time. In addition to students learning from their mistakes, there were three other things that got my attention during the film. I was shocked to see that they have small class sizes.
Class: Pre-Kindergarten (4-Year Old Classroom) Unit: Language Development (Alphabet Word and Picture Match) Teacher: Ms. Zarie Baker Objectives: 1. Students will follow simple multistep directions with visual cues if needed. LDC-1m 2. Students will talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day. LDC-5d 3.With prompting and support, students will use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.
Oral Language is when the language is spoken to express ideas, thoughts and even emotion. Before a child learns to read, the child begins to speak and connect through saying the words aloud. With that in mind, a child can identify and connect the words on the page to the picture that appears through their mind base on the concept of oral language. Oral language goes beyond the classroom walls because it starts from the words, saying and ideas that they’ve personally heard and experienced through their life. Therefore, many educators test their students on their Oral Language abilities, and Oral Language is comprised of Phonology, Semantics, Grammar, Morphology, Pragmatics, and Discourse.
After reading the essay, I can categorize how all my teachers informed me in my classes. In elementary and middle school, it was the regular, “Solve this, and get that” or “Just memorize this and you will be good on the test”. I would say I was in the working-class schools for those years. My high school experience was where all different teaching
We also exchanged phone numbers and reporting time is at 7:20 and dismissal is anywhere from 2 - 4:20. The teacher helps out with after school detention/seminar (the students can come and get help with projects/homework). After the classes were done, I got a tour of the building from my cooperating teacher. I was introduced to many different teachers and other members of the faculty at the school. Today, was also a quiz day for some of the students, so I was grading papers.
(Chaffee, 2016, pg. 240). Rather, the instructor teaches with the intent that every student learns in a different manner and has the ability to contribute to the class. Also, knowing that every student has the ability to contribute to the life and teaching style of the teacher themselves. One education experience I had, where I attempted to put the capacity of sight into my soul, was when I tried to cram Algebra into my brain without truly sitting down to have knowledge in the subject.
Listening breaks down the barriers between individuals by paving the way for mutual understanding and cooperation. Good listening prevents communication gap and facilitates a fair grasp of the objectives and priorities of individuals and institutions. Attentive listening prevents the need for repetitions and thus save precious time. Normally, people listen to improve their knowledge, to obtain information, to follow directions, to be able to solve problems, to share experiences and feelings of joy and sorrow, to express opinions, to give judgments, and finally to learn new
I think that through hearing the ideas of others and seeing student work and progress, I was able to get more into teaching the lessons to my students and becoming the best teacher I could be. I also learned a lot about myself as a student and as a teacher through the assignments of creating and teaching literacy lessons in a classroom. I struggled initially with the phonemic awareness and phonics lessons because I have no memory of even learning these subjects in school. I was able to meet with the kindergarten teacher at the school I work for and see how she integrates literature into her classroom constantly. It was beautiful to watch students go from having no idea what the three letter word on their paper was, to sounding it out on their arm, blending it all together, and then suddenly fully understanding what it said.
I noticed very quickly the established roles in the classroom. During the Pre A.P. class periods, Mrs. Hughes instruction was more student-centered. While she did lecture a little while each day, she also encouraged discussion and usually the students would carry most of the discussions. The English 10 classes were slightly different.
When discussing assessments most people envision a pen and paper evaluation that measures the acquired knowledge on any given subject. While this is partly true it’s important as educators that we understand that there are many different ways that a student’s knowledge can be assessed. One ideal way is to provide the students with an authentic assessment. Authentic assessments demonstrate what a student actually learns in class rather than their ability to do well on traditional tests. Which makes this type of assessment an excellent way of evaluating a student’s knowledge of a subject matter.
When doing this task I made sure to use real life example for the words, so they could get a better understand of the word. Once they start to recognize the words it was easier for them to spell and comprehend the meaning. I word have to direct the class to pull ou the book and make sure they were reading after they finish their work. Also, I went of many of the kids wam ups and exits tickets. Activity 7 During my time at the school I had to help students log in to there math program.
Often times, when in a class filled with many characters, teachers look for the students putting in the effort. The matter of trying goes a long way until you’re in a room with students that have been putting in the same amount of effort or even more. My freshman year, I was put in a regulars English class where the teacher had praised me for being analytical and just simply putting in more effort in the class than the other students. The teacher told me that I was AP English material. Little did I know that many like me were scattered in other English classes that year.
The children I work with all have a communication difficulty, many remain non verbal and learn to use an augmentative communication system which will be suited to their individuals needs. Communication is imbedded throughout the whole school curriculum, as a practitioner I strive to find effective strategies to support the children’s communication. Introduction I first became aware of the work of Gina Davies when I began a distance learning course at Birmingham University WEB AUTISM. During the course material we were given a range of examples of the best practice in autism education. One example that stood out and intrigued me amongst the many I observed was a film clip of an interview by Gina Davies.
As a former English Language Learner (ELL) student, I remember my ESOL teacher using direct instructions when I first came to the U.S. through middle school and high school. The teacher used modeling freely and placing me in groups with other students that were fluent in both languages that helped with tutoring when I had a difficult time understanding the teacher. Through this process of learning I began to communicate and slowly learned the English language. As a paraprofessional at Hillsborough High School, I use similar direct instructional strategies for my ELL students because it helps me plan in advance what lesson the teacher is going to teach and it allows me to clearly present the lesson in both the English and Spanish language.
The teacher’s challenges these students in different core class areas by giving them instructional resources that go beyond the typical curriculum. All the assignments went along with the classroom material for their grade level. The teacher used curriculum compact, these students have already mastered the work in the classroom. She took them out of the classroom and gave them assignments that made them do more in depth thinking, this also made them think on a higher level. The assignments were very elaborate, which made the students really stop and think.