For the third week of teaching at P.S. 200, I had the job of being the coder. The responsibility of the coder is to place the activities of the lesson into four different categories. The categories include management, which is getting and returning equipment as well as transitions and interruptions. The next category is instruction which includes explanations, demos, films, content, and discussion about the lesson. The third category is activity time, which pertains to the warm-up, practice, and gameplay. Lastly, waiting and off task time, includes waiting for a turn or any off-task behavior. For this job, you must have a stopwatch and you must pay attention to the lesson.
After a very successful warm-up, the students were very excited and willing to learn about the underhand serve. Sarah verbally introduced the topic explaining what exactly the underhand serve consisted of. She then demonstrated the underhand serve with the assistant teacher multiple times. The students were eagerly waiting for the opportunity to participate in the activity. During Sarah’s activities, she would call the students in multiple times to remind them how to properly serve. This would contribute to 35% of her lesson being instruction.
To lower Sarah percentage, I would suggest that she should cut down on her demonstration time. It would be beneficial for the students to have more activity time so they stay engaged and actually learn how to properly underhand serve. I would also suggest to Sarah
The highly regarded claim of drill team members and directors is that students learn skills that the classroom cannot teach: “self-assurance, grooming, good manners, self-discipline, physical fitness, poise… share with others, to set goal… reinforced the values that parents emphasized…” (Pennington, Joyce E). Drill team members are regarded as athletes, and are held to the same standards. This means daily practices, weekly workouts, and excused dismissal from classes. Moreover, the same amount of commitment and dedication is expected of members.
Depending on the task at hand, it is often the case that I will give them a brief explanation of the role with a demonstration supplemented by written instructions, as this proved to be the most successful method of ensuring their competency. For example, when teaching volunteers how to use the cash register I serve a few customers as normal, explaining my actions concurrently, so that they are given context for the instructions and can visualise the process. I then swap places with the volunteer so that they have an opportunity to use the register, while supervising closely to provide assistance if needed. Once they are comfortable with the process I address some finer points of etiquette such as smiling at customers when they enter: my obligation is to teach them how to do the job, but I am compelled to maintain a positive working environment as everyone is much happier and more confident in one.
What kind of imagery comes to mind when the word savage its said aloud? What kind of connotation does you think drives this word? Primitive, barbarian, negligent? Because if so, it’s a perfect word that depicts what author Jonathan Kozol, in his book Savage Inequalities: Children in America’s School, is trying to portray about the United States School System. His book opens the eyes of the reader to the worse and best of what schooling in the U.S is.
Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.
As a result, it becomes difficult to hold the attention of the pupils and they lose interest. To overcome this, the teaching assistants should ensure that they follow the planning of the teacher and make necessary adaptations to the activity. It may also happen that the teaching assistants are not sure how to support the activity or might not be confident with the subject due to lack of experience. To avoid such a scenario, the teaching assistants should discuss the activity with the teacher beforehand and clarify their
respecting people personal space) Group Instruction KFI’s instructions were given in a 1:1 format. KFI was able to sustain attention on tasks that she was familiar too and had minimal steps. The assessment was only conducted with KFI and other adults in the room, KFI has minimal group activities and the assessor was not able to assess group instruction. She was able to demonstrate all skill sets.
In my last week in Wilkinson Middle School I was observing Classroom Procedures .Ms. Culberson is a very fun teacher but she is really strict in every one that enters her classroom knows that .Ms. Culberson might not be in the class whenever the bell rings but her students know to start in the bell ringer. She times her student and they all have to work quickly and quietly. They grade the bell ringer after words she asks for their grade and they have to say it out loud.
My Reflection of Real Talk for Real Teachers Real Talk for Real Teachers written by Rafe Esquith has been thought provoking as well as entertaining to read. I have learned a great deal from reading this book and I hope to implement a few of his ways in my future classroom. I can relate too many of the stories that have been told in this book because this is real life in a school environment. I would like to break my summary down chapter by chapter.
Four-day school weeks have the capability to change student lives. Every school should invest in the four-day school week plan. Implementing this routine would allow teachers more time to teach and give students the option to do their homework during class, in turn creating student success. All of these factors would help to enhance student and faculty life, while promoting success in the classroom. Having a school system run on a four-day rotation would increase their success by offering more opportunities for lesson and work time.
An effective teacher is likely to switch and mix new approaches to suit the objectives of the unit of work or lesson. As objectives vary within a lesson, the effective teacher will move between different teaching approaches or methods. The teacher begins by deciding what he or she wishes to achieve and then chooses the most appropriate method of realizing those objectives. By injecting pedagogical approach to teaching, students can have a better chance and can engage to physical education and sports.
There is one main teacher of the Sprouts Classroom name Mrs. Lauren. There are five assistants helpers: Alex, Wiggins, Wes, Shanika, and Colleen that comes into the classroom to help the teacher with her children. Once the students enter the classroom, the teacher starts the music to begin class. When the children want to choose an activity that is best for them the teacher allows them to. For example, Duncan wanted to hold this book while he was dancing to the music so Mrs. Lauren allowed him to do.
One of the unique aspects of the Department of Child Development and Family Relations is that many of the department’s large core courses offer teaching assistant opportunities to undergraduate students. Teaching assistant opportunities are valuable for undergraduate students to decide whether to apply as a graduate teaching position, great addition to a resume, and for a letter of recommendation. From my teaching assistant experience, I was able to fully grasp the concepts of middle childhood development, form a new appreciation for professors and teaching assistants, and reflect on myself as a student. In addition, I had the opportunity to strengthen several essential skills such as organizational skills, leadership skills, and communication
During this time, they primarily worked on worksheets designed for the special education classroom as well as working on achieving their goals for accelerated reading. There were a few students who came in for an hour with work from their general education classroom and needed extra help completing their work. There were two students who had more severe disabilities, but they worked with paraprofessionals and did not do the same work as the rest of the class. One method of adjusting the work to meet the needs of the students that I noticed being used a lot in the classrooms I observed was cutting down the amount of work that they had to do. I
Through this activity, the teachers assure that the learners are able to participate fully in the curriculum. As the supports given by the teacher the learners allow them to transfer their skills and knowledge to
The students were productively engaged during the lesson plan and learning process. Furthermore, I know that the students were productively engaged based on the comments and questions that they said during the lesson. During the lesson the students were excited about the group work and reading materials. 3.Did I alter my instructional plan as I taught the lesson?