Addressing a student’s needs plays a vital part in the student’s academic success. Understanding one’s needs requires that a teacher take the steps to understanding the child’s personality traits, interests, abilities, disabilities, and so forth. Students are more likely to grasp the interest of learning a specific subject if they feel that the teacher is kind and understanding, just as Trisha and Brittany’s teachers is. Brittany’s mother mentions that a significant change is notable in Brittany’s self-esteem and grades (Kirk, Gallagher, & Coleman, 2015). Trisha certainly associates her good grades to her relationship with her science teacher and identifies her teacher as helpful (Kirk, Gallagher, & Coleman, 2015). Furthermore, Brittany made A-B Honor Roll on her most recent report card. Having a positive relationship is critical to the success of students with emotional and behavioral disorders because it provide them student with a more beneficial learning experience. Students are also more likely to reciprocate these positive actions, which leads to their success in the classroom.
Even though some teacher stood out, many had no idea what they were doing. Everything from class management to even the intention of teaching were rarely present. The ratio of kids to students was overwhelming. Something that we have learned doesn’t help the teacher focus on the individual needs of the students, nor the student learn.
As mentioned by the CCSS, “The CCSS envision the literate student as one who possesses broad reading, writing, thinking, and speaking skills”(p.10) these skills can be utilized through discussion as well as through writing a reflection on the discussion statement. Common Core requires that higher level thinking as well
Reflecting on my educational and practical experiences, I appreciate the infinite influence that teachers have on children. I realise that children will take the skills and knowledge learnt in the classroom and use it throughout their lives. I know a teacher has to deal with many daily pressures and challenges, in the classroom. However, I feel I require the skills needed to deal with these challenges. As a teacher I hope not only to be an educator but a positive role model, whom the children can look up to and trust.
Jose was the only student who looked at me with recognition when I mentioned the gender binary, not surprisingly the only fifteen-year-old student who greeted the words with familiarity in their face. My sixth period sophomores sat before me, grinning with accomplishment that they’d once again gotten me off task. “Major Battles of World War One” was displayed on the projector screen behind me, but we were in the midst of a full class conversation after one boy had joked “girls like to trap boys before Valentine’s Day”. The girls in the class had confirmed my suggestion that his remark was off base, and now, like so many days before, my class had disintegrated into debates and discussion about gender, race, or class. I relished these moments because although many students might not have learned where Ypres is, they were engaged with powerful learning about themselves and each other. It is important to me to create an environment where students could cultivate their adolescent perceptions into beliefs, and know that they would be taken seriously. My students understood that I could be “led off task” because I consider learning through lessons and learning through life to be equally important. It engages students, and when one month later, Jose
My teaching philosophy stems from my belief that the gauge of a teacher 's success is how effectively the teacher prepares students, not only for present courses, but for their future professional careers. As a Nurse, I am committed to the nursing profession and I chose nursing since; nurses have the chance to a life changing event to every patient. Nurses promote Health Education, Healing and Prevention of Illness, as well as performing end of life care through a dignified death. I chose to be a nurse because I wanted to contribute to humanity, to feel that the world was in some small way, better because I was a part of it.
I believe children grow and learn through their personal experiences and through environmental interactions, their personality is shaped. My personal goal is to challenge students and watch them grow and achieve the most with their capabilities. I believe every child is unique and develop differently, they have varying personalities, they possess different strengths, therefore, require different types of support to meet their individual needs. As the work of Maria Montessori demonstrates the importance of individuality and independence in learning, “Only through freedom and environmental experience is it practically possible for human development to occur" (Montessori, 1949).
I had the pleasure of visiting with Mrs. Cooke’s fifth grade class during my clinical experiences. Mrs. Cooke has a great rapport with her students and has very little difficult actively engaging students in learning. One of the “takeaways” from my visit references the students’ and teachers’ commitment to the principles of “The Leader in Me”. From a school-wide perspective, East Elementary School does not practice the traditional positive behavior interventions. Instead, the administration has adopted the ideals and principles behind “The Leader in Me”. The Leader in Me teaches students 21st century leadership and life skills and creates a culture of student empowerment based on the idea that every child can be a leader (FranklinCovey, 2009). The program has created 7 habits that promote a positive learning environment. The program is also aligned to several national and state academic standards. The program is designed to teach students about life skills such as responsibility, accountability, leadership and initiative. The learning environment is designed to be student-led. This means that within each classroom, the various roles that teachers serve are now entrusted to the student. Students control the flow of transitions, answering the intercom calls, greeting visitors, passing out papers, and ensuring that their classmates are on task. I fully intend to implement these strategies into my classroom. I observed the students in their various roles and the most
Each of the common core standards for Language Arts and Mathematics as well as the National Standards for Science and Social Studies presented in this lesson are written as frameworks to guide the standards development for states and curriculum development for schools. Write your insights for each (language arts, mathematics, science, and social studies) including your opinion and thoughts related to formats, wording, and other aspects.
As most people know scaffolding is a temporary structure which aids in construction work for workers to build or repair buildings. The scaffolding will be removed once the building is able to support itself. In a learning context, the metaphor of scaffolding was first introduced by Wood, Bruner, and Ross in 1976. The same as the builders, teachers provide temporary support to help learners to develop new concepts, new skills, and new knowledge. Once the learners acquire the skills, the teachers will remove the support. 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
There are several studies citing the relationship of collective teacher efficacy to teacher commitment. Chester and Beaudoin (1996); Looney and Wentzel ( 2004 )studies cited that high levels of individual teacher efficacy are associated with commitment. Coladarci’s (1992) study examined the degree to which teachers ' sense of efficacy influence on commitment to teaching. It was revealed in the study that greater teaching commitment tended to be expressed by those teachers who were higher in both general and personal efficacy. The study done by Ross and Gray (2006) revealed that collective teacher efficacy contributed to commitment to school mission, commitment to community partnership, and especially to commitment to professional community. Furthermore, the study found that collective teacher efficacy strongly predicted commitment to community partnerships (Ross & Gray, 2006). However, this study further suggests that the teacher’s belief on their group competency can also influence their teaching effectiveness.
Teachers are the life-blood of school districts across the United States. They are masters of their specific grade-level content and work tirelessly to manage the learning and well-being of their students. Teachers are the academic leaders of the learning environment within their classrooms and collaborate with their students throughout the year in order to facilitate learning, and foster creativity and problem solving.
As we can notice traditional classroom cannot longer satisfy the needs of education in the 21st- century. So we have to make radical changes in order to create the classroom that will motivate students to learn. Teachers today teach using different pedagogical approaches and various instructional methods. According to fact that our educational system is changed with the help of technology the 21st -century classroom should be a productive environment where students can develop the skills they will need in workplace. The modern 21st-century classrooms should encourage students to develop their high order thinking skills. The new classroom should be equipped with modern technology which will help students to meet new goals. The 21st-century classroom should be more centered on students. Teachers are expected to be facilitators of learning process instead of being mere providers of knowledge. We should pay attention to classrooms for young learners it should be a place where they feel cared and safe. It should be a great place to be, beautiful place and creative environment. Teachers have to use different pedagogical approaches. They should participate actively in their learning and to assist professional development. The