Lynsie and I went to Washington Irving Elementary School every Thursday this semester from 8:45 until 9:45 in the mornings. While at the school, we worked with a first-grade student named Reid. The first two weeks at the school, we spent time getting to know Reid and testing him using the Informal Reading Inventory. We used this test to see what we needed to work on with him to help him master each area. After we tested Reid and analyzed the information, we created lesson plans that addressed his needs and we picked out books that were at the appropriate reading level for him.
I decided that the program would consist of twelve meetings, two meetings every six weeks. One meeting of the six weeks would include teaching academic areas such as Geometry, English, Biology, etc. and the other meeting of the six weeks we would teach about the college application process. I created a descriptive calendar and lesson plan for every meeting and session. After I establish what I would teach, I knew I needed motivation for the freshman and upperclassman to attend.
LU6 Assignment: Using the information provided from the videos, MTSS information and previous slide, please respond to Question 1 Chapter 9 on pages 88 and 90. LU6 Question 1:“Meaningful Monitoring” by Joy Dye, Chapter 9 p. 88: What are some of the changes Mr. Lind can make in order to achieve his desire to have a more visual and accurate system of monitoring how his students are progressing toward their goals? (CC854)? Response: Mr. Lind, a two year special education teacher (junior high students), prepares for his parent report card conferences. He is seeking more than samples of work from the students to show the parents.
Classes in college have been a slight change from classes in high school, which I had expected. The one thing I did not expect was how independent I was going to have to be in my classes. In high school, teachers were extremely helpful in telling you what you needed to do to succeed. I have learned that in college I am going to have to decide what I need to do to succeed. Over the past month, I have slowly been figuring out what I am going to need to do to succeed in each individual class.
The teacher will send home a survey to find out what cultures and languages the families would like to see represented in their book bags and what possible resources they would like to use with their student. The teacher will provide a school email as well so parents can email any questions that they need answered. 2. The teacher will send home a backpack containing books, materials, and resources for parents to use with their child to learn together over the summer. 3.
Mallena has been working at Children’s Arts & Science Workshop Inc. @ PS. 37. She works Monday- Friday with the excepts of Thursday in the school afterschool program. Some of her duties is assisting the hea group counselor, homework help, and facilitating activities with the children.Mallena supervisors has mentioned to us that Mallena is performing well and arrive to work on time along with being very friendly. Mallena future goal is to become a social worker, during the program she is interested in research different education programs to begin the academic journey to that field.
Always remind yourself to be on top of your grades and set annual goals. Take advantage of the time spent in class, as usual, you can finish homework if you are on task. There will be a lot of tutoring opportunities if you are struggling with a subject. Also, know your teachers and coaches are there for you. The social life in high school will change drastically over the years.
This is the ninth week of my observation at Baker High School. On Monday, the students started off class with doing their bell ringer. The students defined the key terms for chapters 4 and 5. After completing their bell ringer the cooperating teacher began her lecture and power point on Managing Stress and Coping with loss. The students also took notes while she gave her lecture.
Combined SST programs attempted to incorporate peer and/or parent interaction. The CICO program began to incorporate parents feedback on DPRs and to reflect it to individual daily goals. Ross and Sabey (2015) expanded peer and adult interaction in the CICO+SS program. After each lesson, participants were provided 10-minutes practice time in a controlled setting and opportunities to practice the acquired skills along with peers and/or adults throughout the school until
However, students spend a number of years in school with teachers who lead them into the direction of success academically, so what makes learning about life skills different? Students who are becoming into the adult world such as juniors and seniors should take mandatory classes requiring them to learn about specific life skills that build
During Week Two, participants involved in the study were required to complete a Learning Styles Assessment, as well as a Classroom Climate Survey. Both formal and informal observations were conducted, as well as a group discussion that centered around the results received from the Learning Styles Assessment and Classroom Climate Survey. Lastly, the researcher conducted an interview whereby both teachers involved in the study were surveyed to determine which of the following seven literacy strategies, proven effective with high school
I will make A’s in all my classes. 2/17/2017 I will use TCC electronic systems to help accomplish this goal. I will also have to set short and long term goals as well as practice writing essay exams. I will create study/homework blocks of time for myself and my son. 08/21/2017 I will have to plan a weekly schedule, make informed choices, and use different learning styles to achieve this.
Monday Planning Writing Whole Group: Review the planning sheet. Discuss how students are going to start a new story about their Easter or weekend plans. Talk about going through a t-chart, and orally recording their own story. Small Group: Have students start planning by drawing out their plan and then have the students orally share their story. Then they will orally share their story on a T-chart.
Additionally, Brian’s parents may want to send his teacher the results of their tutoring sessions every week to show the teacher what they are doing and how they are progressing and have her check and sign off on the work provided. The teacher could also offer recommendations and suggestions for Brian’s parents in regards to their tutoring work. The actual tutoring would take place twice a week, on Tuesday and Thursday evenings with the teacher being sent a report on Friday. On Friday the teacher could send feedback home to the parents and over the weekend the parents could review the feedback and develop the next week’s tutoring
Yes, I do know where her office is; it’s in JSAC 2227. I did meet her once for to add courses in first week. I plan to make an appointment with her again to find my major and about the courses soon. Her role is to help the students for the course registration, academic planning, and major interests/declaration. 2.