Zoharit wrote a Do Now as soon as she walked in the class. She wrote a long sentence on the board and asked the students to write questions that the answers for them are in the sentence. Some of the students were late or had difficulty writing, so Zoharit gave a short explanation about Wh questions and wrote different Wh question words on the board before the students started writing. The Do Now is a great way to get students into “studying” mode and it also gives the teacher time to check attendance. Zoharit also writes on the corner of the board the names of students that finish first, for extra motivation.
From the time students reach junior high, they’re constantly told that they’re supposed to know what their plan is after high school. Many students who don’t have a plan, are constantly reminded that they need to have their whole life figured out before they graduate high school. In “College Pressures” by William Zinsser, the author brings the issues of education systems to light and the unintended stress being brought upon students as a result. Having a deeper insight into his students academic fears, Zinsser uses this to his advantage by connecting to his readers. To better articulate the pressures put onto students, the essay transitions into letters of hopeless students slipped under the dean’s door at 4 A.M. Students who have papers, assignments, and tests all due the next day are full of fear and anxiety that their grades won’t be what they’ve imagined.
• Ask questions. • Have a positive attitude. • Follow directions quickly the first time. • Respect yourself, others, and materials. • Try your best every day.
If I expect both an accurate view of student abilities and a comprehensive running record, it is my duty to practice creating effective questions addressing all levels of comprehension! My final thoughts about children 's reading and learning are about the nuances between students that are so important to note as a teacher. I did a running record for two students and the differences between the students were astounding. One student read without confidence, while the other student, facing a similar situation (uncertainty of words, no previous experience with the book, no knowledge of me) read confidently.
As soon as students get in they set up their assignment’s to be check by the teacher. She walks around and check that. After that she takes attendance. After that she double checks absences with the students. Right after that she starts teaching, but before doing so, she restates classroom rules.
Reflection In this semester, I succeeded in finishing several assignments and some in-class writing. During the writing process, I learned a lot about these different kinds of writing formats and realized my own weakness. As for the four essays that I wrote: summary and response paper, rhetorical analysis, argumentative essay and reflection essay, I’d like to introduce my past English learning experience first, then discuss each assignment individually and express my feelings and reflection.
Throughout my education, writing strategies persisted to be a challenge for me. I dreaded writing because I could never find ways to transition my thoughts from my mind to the paper. Ironically, a class that petrified me due to the amount of required writing ended up helping me in numerous ways. English 1301 and my professor prepared me for college and real life by giving me a foundation of effective learning strategies.
When I unexpectedly received an A in this AP class, it gave me the confidence to believe that I can actually do anything if I just put my mind into it. This motivated me to do more and accept more challenges causing me to take more AP classes to further prove myself. I am not doing this to please my 9th grade English teacher or other people. I am working this hard because I want to prove to myself that I can accomplish anything
She did bring up one teacher at her school in Kindergarten helped her finally understand writing. Samantha stated, “Mrs. Sharp made an impact on my life,” explaining how Mrs. Sharp and her sounded out each word until she understood. While she doesn’t have as much time to be able to write like she used to, Samantha enjoys writing to express her pent-up emotions, allowing her frustrations to flow onto a paper. She uses a letter format to express herself; however, she does not allow anyone to read it. Samantha is no longer in school, yet still uses writing to her advantage.
Afterward, I classified students with a disability in each class and prepared a summary of their needs. Then I arranged a meeting with teachers, specialists, and SEN department. In this session, we analyzed each student with the disorder, support, and adjustment they need. These methods allow the regular teachers and educational staff to have knowledge about students they are expecting throughout the year. Also, I prepared the general assessment for these students to evaluate their need for each topic to adapt the course based on the result.
Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).
My teacher really has my fellow classmates and myself ready for reality. She taught us everything we needed to know from the simplest to the most difficult techniques and has us prepared us for college. From the way she would teach us and also the way she treated us was an excellent way to show how the real life of a college student really does face on a daily bases. I’ll leave the class by having the prior knowledge of knowing what and how to write an argumentative essay and know how to simply justify the reading side and confront my face my fierce. This year taught me so much that I use certain techniques to help me in other subjects.
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing
With this, the most poignant moment in a writing session is when the student realizes that they have to take control of their paper and took down notes and tips that the tutor provided. I, of course that this will happen in all of my sessions and will continue to observe other tutors to adopt techniques that will help me guide students to this moment in their
Liabilities were interesting to observe in the classroom. The very first day I observed, I noticed some issues with how grades and IEPS were being handled. For starters, my teacher let me look at online grading records of students. The lowest and highest GPAs, were shown to me and I was allowed to look at their scores in their regular English class as well. I felt uncomfortable doing this, because I had just met him and did not really know the kids well.