Esme Codell's Learning Theory

The teachers always accommodate the learning areas, for the students to make free choice, but the teachers also guide their young learners during play. On April 23, 2015 the observation took about one hour, upon my arrival children were finishing their breakfast, and choosing learning areas to play. In this classroom the teachers practice free choice, which provide students the opportunity to choose their learning area of interest. This is crucial in early child development setting because it provides students confidence about themselves, and encourage them to think to make decisions.

While in the first grade classroom, I was able to form a great relationship with my mentor teacher that allowed me to be very hands on with the students throughout the semester. Among many things, I learned how to run an educational circle and calendar time, worked with small groups of students to improve reading, provided practice spelling tests to students, assisted students in developing their writing abilities, and implemented the class’s behavior management plan. While I worked with the fifth grade

In this training, I learned about the overall K-3 FAP as well as more in-depth information about the Problem Solving Domain. My Cooperating Educator was the presenter for the training and she trained all K-1 elementary school teachers in the school district on the K-3 FAP. I learned that 1st-3rd grade teachers are going to be expected to record data on a progression of skills for 6 domains that reflect the whole child, not just academics. These domains are perseverance in assigned activities, problem solving, emotion regulation, reading comprehension: monitoring meaning, school related vocabulary, and writing. I also learned that additional resources are on the DPI

The goal is to restructure both of them to maximize the talents of both extroverts and introverts. I’m going to use chapter 1 as an example to describe the overall text structure and writing expectations of the book. The writing is very thought-provoking, because it

I believe this type of well-organized schedule helps the children to know what is expected of them. Also, the hands on approach between the students and the teacher allows for individualized learning for the children. Finally, I found their purposely using open ended questions to encourage the children into thinking for themselves during the Choice Time to be an excellent teaching method. 2. Provide a descriptive personal or professional observation that is similar to the concept you selected from the video (use initials in place of a child’s name).

Theories that as future educator will need to be understood and explored. Some if not all these theory’s will be used in the classroom. Vygotsky, Piaget, Bruner, and Bloom all set out to establish a foundation for education, whether through building skills such as pre-reading, language, vocabulary, and numeracy. It becomes the educators job to implement theories into the classroom for children's cognitive development. The theorist discussed in this paper, have had made a profound effect on

Using the objectives and strategies listed in the IEP and the 504 plans helps her to provide a safe and inclusive learning environment for all of her students. In addition, Smith promotes a responsive classroom technique. Her students participate in daily class meetings, in which they debrief the “highs and lows” of their day. Furthermore, each week her students participate in scripted social and emotional learning lessons called, “Second Step Lessons.” These lessons teach students to focus on empathy, impulse control, and conflict resolution.

This article “Terrific Teaching Tips” by Laurel Borgia and Carol Owles, with contributions by Julie Frisch, Louise Stearns, and Lindsay Craig, are all inspired teachers looking to improve effective strategies to produce better instruction methods. Educators are constantly researching to discovery how to create a better setting which benefit the students in acquiring learning skill. By motivating a childs mind with the use of manipulatives in order to better grasp understanding. What do good readers do? They discuss what they have read, what better way to use manipulatives to engage in class discussion.

I believe this is an ideal classroom setup. I have also included other things that should be considered while creating and setting up your classroom. Resources, pupils’ works and materials are placed near the door of the classroom so pupils can get what they need as they enter for the day. This place is also ideal for any handouts as pupils come in during the morning and from recess.

Qualitative data was collected through interviews, focus groups, student work, and a teacher research journal. After analyzing the data, it was revealed that multi-sensory education can lead to student motivation as well as provide an opportunity to use technology and make connections to the outside world. The findings of the study indicated that multi-sensory education can also help teachers to access students' needs and aid in fostering a positive classroom environment. Finally, using a teaching approach that targets the senses promotes the development of a student-centered classroom, and can encourage students, who may have been silent within traditional classroom to emerge and have a voice within the multi-sensory classroom. Teaching through multi-sensory approach has many implications for new teachers, such as this teacher researcher, who are seeking ways to actively and meaningfully engage students within the

Student like Hermione learned their spells by reading the textbook which helped them transform into bodies they want to change into. An example of this could be found on page 159. Like the nonfictional book my freshmen year this musical book demonstrates students learning through listening. An example of students learning through listening would be when Hermione found page 164. This a form of teaching because Hermione listen to their teacher in order for her to have knowledge on spells can help them.

Itcan also be used to monitor readiness skills. When using CBM, the instructor provides thestudent with brief, timed samples, or "probes," constructed of academic material taken from thestudent’s school curriculum. In addition, the CBM graphs are able to provide you with greatinformation that can be shared with parents, teachers, and administration. CBM is an effectivetool when determine if a child should be retained or not. Progress monitoring is extremely important, and should be done frequently.

Outstanding educators must possess many important qualities. They must be knowledgeable and enthusiastic about the subjects that they teach. If a teacher is knowledgeable and enthusiastic, their students will be more excited about what they need to learn, and see the teacher as a valuable resource. These educators must continue to pursue learning opportunities and use this new knowledge to improve their instruction. Students come to school at different academic levels.

To be developmentally appropriate, teaching practices must be successful, especially in producing a favorable impression on children—they must promote to children’s ongoing development and learning. Children who are interested and engaged in the classroom activities and lessons learn more. By stimulating active interest and engagement, I guarantee that children will get the most out of the instructional opportunities demonstrated in the classroom. I present information using a variety of learning formats, including large and small groups, choice time (in interest areas), and routines. Routines such as eating snacks and transitioning from one activity to another are all possibly valuable learning situations if teachers use these activities as chances for one-on-one conversations with children or to support a learning objective through singing a song or reciting a rhyme.