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. I felt obliged to assist the struggling emergent reader, while I felt that the girl, a beginning reader did not need as much assistance from
Chapter Five-The Quiet Man (76-89) As I was reading this I was thinking that it was written just for me. In the past I was the kind of person that had something to say about everything. I am working on this and reading this chapter made the point even clearer to me. Teacher or anybody for that matter need to listen more and talk less. When we as teachers start getting frustrated we should stop and think about the frustrations the students are going through and make those teachable moments.
An interpersonal relationship strength was that Dr. Hoffman was able to address many of the student’s questions at this time and they seemed satisfied with her answers. She referred to the PowerPoints, the notes, the book, and the lecture to answer questions about test material so that the students would have one solid answer to base their studying on. The environment of the class changed a little bit when the class changed from the lecture to the review. I feel like a weakness of the interaction between the students and the professor was that the students did not engage during the lecture and Dr. Hoffman had to pull answers to the PowerPoint questions from them. There were points during the class when Dr. Hoffman had to specifically ask students to answer
Teachers should encourage students to study their handwriting and be self critical. They should analyze common faults in writing by writing down several common faults on the board. Teacher can give students a small reference chart to serve as a constant reminder for the cursive scrip in upper and lower case. Teachers are supposed to remember that improvement in handwriting skills can bring self –confidence (Hodge,
She received many complaints from teachers who were unable to keep her focused-on learning to read and write. 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.
Out loud the concepts discussed in class didn’t seem as intimidating, so I wasn’t as afraid to be told that I was incorrect. I saw that I was raising my hand to contribute more than I was to move the class along. Even more shocking, I realized I cared about the texts I was reading. From dissecting the revivalist movement’s religious propaganda to drawing comparisons to the witch trials and the red scare, I was finally understanding how these pieces of literature reflected and shaped my country’s current atmosphere. These pieces weren’t just assigned to fill out a lesson plan, but to also serve as way to show us the zeitgeist of the era in which they were written.
He did however use stoppages but it didn’t hurt the speech quality. He used them throughout his speech in the form of pauses, something he is known to be really good at doing. Obama in this speech paused several times right before delivering an important message which not many speakers do, and this skill itself made this speech so much better. Obama put emphasis on words he wanted to emphasize making sure that when he emphasized a word, it was the most important word in the sentence with a lot of value. He didn’t emphasize as frequently as he paused, but that 's a good thing because emphasizing words indicate more importance than pauses so using emphasis in moderation is a good thing.
Some suffer from depression or anxiety as a result of abused or raped. This is where great books come in to help. Many people don’t think there’s someone in the same situation or don’t know how to get out of a bad situation, but by reading a book about a character who has had depression and or anxiety it will help them overcome that obstacle because the reader can follow the footsteps of the character in the story to get better. People such as Sherman Alexie saw this first hand. In his article “Why the Best Kids Books Are Written in Blood” he explains how he went to visit a school where they read his books in class, although is books were very horrific and sad many of the student could relate to the books giving the student a sense of relief after reading them.
There are plenty of moments that I can think about where reading or writing or a situation involving the two have changed my life. However, one time that sticks out to me vividly is when my teacher analyzed my essay in front of the class. I always thought I was a great writer , but when I got papers back with the grades I didn’t want, I was confused. It felt like all my hard work was never good enough. At first I thought that getting your essay read and critiqued by everyone in the class was pointless and insignificant.
It is difficult to teach a topic if students cannot it relate to their everyday lives. Students and teachers both need to be motivated so learning can be effective and worthwhile. Finding students strengths and weaknesses can help us as teachers find ways to use different learning approaches to help our students succeed. Overall, growing up literacy was very much imbedded into my everyday life with the help of my grandfather. Today I still do a lot of reading but not as much as before do to working and schoolwork load.
I definitely think that this second essay was much more effective and well written than the first essay. This essay for me almost brought the topic of language full circle for me and showed the importance of grammar in language. I noted that I did not think that there were many transitional issues in the essay because I believe that this essay could flow many different ways. The way that the author had it set up at the start works and I am able to understand it, but even when I try and move paragraphs around, I am still able to understand and retrieve the meaning of the essay. I think one of the reasons why it is hard to decide positively whether or not there are any transitional issues is because the essay had no thesis or guideline for the reader to follow.
What is/are your approach/approaches to this lesson, please explain your approach? Teaching the lesson on characters viewpoint, I used the bottom-top approach to help students understand what they were looking for when describing the viewpoint of a character. When starting the lesson, I had the student explain to me what is a character and how can the reader know who is the main character. Once students were able to define a character, we changed the discussion to thinking of how every character is different. Students were able to successfully describe to why characters in a story each character is acts or thinks different.
Another thing I must criticize was teacher’s late analysis of Walter’s behavior giving his Polish background. I would think she would be already having had a personal feel to his hesitation toward adult by studying his behavior with his peers. However, the teacher and the student activity based on Leo Lionni’s books brought them all in my opinion closer together. In the closing stages of the book the teacher was able to also learn and discusses what her student taught her and how the study of Leo Lionni’s books influenced her as a teacher and shaped her students throughout this incredible learning
Mrs. Lanza would then reveal the grade she gave the response, hoping that each group fell within one point value and had relatively the same constructive criticism to give. Following this, students worked on independent writing assignments on MyAccess. Accommodations/Modifications: While working on evaluating student responses to the PRCs, Mrs. Lanza utilized the document camera to project the selected responses onto the whiteboard. In addition to visually seeing the responses, Mrs. Lanza also read the responses orally to ensure that students who had trouble seeing the responses could hear them instead.
While this question does deal more with vocabulary, making it more understandable that so few students answered it correctly; I decided to work in activities that would continue building our source analysis skills nevertheless. One way I did this was during our lesson covering the Plessy v. Ferguson court case. I had students read both a primary and a secondary source and then answer questions that tested not only their knowledge and comprehension skills with respect to the sources, but also their evaluation and application skills as well. In general, this pre-assessment allowed me to better understand where my classes stood with regards to the subject matter at hand. The knowledge I gleaned from this activity resulted in a more tailored and focused learning experience for my students which met them where they were instead of assuming what they did or didn’t know.