Page 32 of our classroom management book states, “Our goal as teachers should be creating an environment where children want to be and learn” and I could not agree more. I want my classroom to be a place where students’ thoughts and ideas are valued and where all voices are heard, in one way or another. I find the emotional environment of a classroom to be extremely important, especially in younger grades, because it can assist students in creating a positive outlook on school, for that year and for years to
It has influenced me to use some of the activities, stories, and projects that we did during this course. This course taught us a lot of helpful classroom projects that will have the students reading but also learning a lesson with most of the stories. This has influenced me to be on top of my grading, to manage my time when in the classroom, and to involve the students as much as I can. I plan on implementing all of the books that we did a log over because they are all fun and of the age of students I want to teach. I enjoyed the books that we read now and when I was younger so I feel they will be great to share with my students some day.
It brings me joy to see my students every week and interact with them. It 's also satisfying to see how everyone has grown and developed over the year with their academic and interpersonal skills. So, What? Through this service learning experience, I have learned a lot about developing children and how to apply my learning from N1I02 and N1J02 in terms of developmental considerations to help develop trust with my students and build relationships. The skill that I feel was developed the most through this placement was communication.
Timeline: Reading comprehension is a strategy that needs to be practice and reinforce throughout the school year. In order to implement such strategies with fidelity, all teachers will be given enough time to revisit the strategies, to discuss videos that portrayed the used of the strategy as well as work in collaboration to create lesson opportunities to deliver those strategies. Teachers will be asked to incorporate this initiative immediately after each professional development. Every week a different reading strategy or skill will be presented through video discussion during grade level meetings. Teachers will be expected to start using and implementing this reading strategy a week later after the PD.
Through this tradition also, it can boost the student’s interest to come to the school and enjoyable when they are in the classroom. Besides that, conduct the classroom meetings also important to make children feel welcome. This procedure can be lead by teachers as a facilitator and guidance for the students in conducting the meeting. Teacher can be a leader to start the meeting. When having this meeting, the problems and conflict of the classroom can be discussed and solved.
It is very helpful for the distance education, students and teachers themselves and they also seen the advantages of educational technology. Educational technology was growing day by day in the classroom system and students of new generation were ready to work on latest technology which play important role in learning and acquiring cognitive knowledge. Educational technology improved the student’s hidden skills, cognitive characteristics and receiving new information but we must find the best strategy to apply technologies in teaching
This course has equipped me with many valuable concepts and strategies that I will use regularly as a substitute, as well as in the future as a full-time classroom teacher. First and foremost, reading the book Inspire! Connecting with Students to Make a Difference by Lee J. Colan, Ph.D. was extremely beneficial. This book challenged me to embrace my role
Being Supervised in Field Placement This week marked the first official week of being in field placement. I was excited and anxious to experience my first full day in the life of a “school social worker”. Having the opportunity to be a classroom teacher, I was comfortable with the idea of spending a year in the elementary school setting. Working with children has always been my passion and I have especially been drawn to those dealing with extenuating circumstances and require special attention. Prior to this week in field, I have been looking forward to having one-on-one interaction with students whom have social, emotional, or behavioral difficulties.
Communicating regularly with their child’s teachers can motivate them to do extremely well in school, produce better school attendance and improve behaviour at home and in the school (Williams, 2010:1). In line with the above writers’ view on parent- teacher communication, most teachers reported that parental communication with teachers was crucial to enhance children’s academic progress and behavioural development through direct contact, but this is limited in the study areas. In contrast, most students in terms of parent-teacher communication reported that they were often concerned with the child’s academic failure and behavioural problem if happened at the teaching learning activities in the school through direct contact with parents able to speak with teachers. They also discussed with parents to solve children’s problems, and to inform children’s academic progress through face to face communication with subject teachers at the school. But most parents did not always respond to verbal and written notes that pass from