Activity 1 Fallstaff elementary/ middle school was founded in 1985 and it’s a two story brick structure school. There is many windows located around the school and the shape is rectangular. The internal environment of Fallstaff is very warm and welcoming. When I first walk in I saw welcome signs, encouraging learning poster, and examples of how the students should dress. The school Philosophy is very evident and their mission of providing students with the concepts, the skills and training required to lead productive lives. There is a gym, art room, music room, library, and computer and depending on what day of the week decides what resource they will attend. Also the school has a faculty lounge, but they don’t have parent room. Throughout …show more content…
In this lesson, the objective was for students to learn the process of writing a paragraph and be able to write a paragraph using the writing process. The teacher go their attention by making the topic about thanksgiving, because it was an upcoming holiday and sudents were excited. Students had the opportunity to brainstorm for ideas (prewriting), make a draft, revise, make a final copy, and finally have their work. She explain to students that writing down their ideas is called prewriting and she gaave them a exmple on the baord. After that they finish writing their rough draft the teacher met with them and went over their mistakes. When they were finish meeting the student went back to write their final copy.A successful lesson is a lesson where my students are fully involved, listening and interacting with the and each other regarding the material presented. The teacher lessons are thought-provoking and fun at the same time because she believe the students want to have fun and that they learn more effectively when learning is a pleasure, not a chore. The true measure of a good lesson, however, is when I can look at tests and quizzes on the material and see a good level of understanding and comprehension on the student’s …show more content…
When doing this task I made sure to use real life example for the words, so they could get a better understand of the word. Once they start to recognize the words it was easier for them to spell and comprehend the meaning. I word have to direct the class to pull ou the book and make sure they were reading after they finish their work. Also, I went of many of the kids wam ups and exits tickets. Activity 7 During my time at the school I had to help students log in to there math program. Also, during testing I help many students log into the I ready
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Assignment 1 In the excerpt, “Unteaching the Five-Paragraph Essay” by Marie Foley, it reveals how the Five-Paragraph Essay formula as an unnatural method of writing. Foley shows that this formula is used by teachers as a strategy for survival, since it would be easier to teach a class the formula of five-paragraph than to teach the students individually. Also that this formula was originally was planned to help retain the efficiency and clarity of the essay. It’s a useful step for beginning student to write and to overcome writer’s block.
IPTS 1C: understands how teaching and student learning are influenced by development (physical, social and emotional, cognitive, linguistic), past experiences, talents, prior knowledge, economic circumstances and diversity within the community Performance Activity 22: How does the teacher relate content to students’ lives? Ms. Boerema relates content to students; lives by asking students questions relating to students’ lives. The strategy she uses is relating content to prior knowledge. An example of this is asking a question relating to the Outsiders, “Which one of your parents are you most like? What similarities do you share?”
The first teaching lesson for a semester seems to be the most nerve wrecking experience, for me. This semester in Uteach 1202, Stephen Kolb and I, Janecia Hagood taught Dr. Won 7th grade Life science class at Blackmon Road Middle School. We had a great time teaching the students about the dichotomous key. Overall, some lesson intentions were met, some aspects of the lesson were better than others, and we got feedback for improvements.
This semester was filled with many bumpy roads. I struggled in the beginning of the semester with my writings , as I didn 't feel confident enough to write a well developed writing. I seemed to find myself struggling whereas writing was not my favorable subject. The major errors I had in my writings this semester would be , grammatical errors,work citations, transition words, formatting ,paragraph development, sentence structure , and sentence level issue. Therefore I have set goals to improve my writing in the future.
As they begin to type, they referred to these notes and questions. Taking this step to slow down, think, and prepare before writing naturally sets up the students for better quality writing, especially with setting up a solid continuity of ideas. I stress this every time we write an essay in the classroom and this is the first time I have seen it happen among my students. As these students worked together, I noticed sustained high levels of
Junior Student Teaching – LESSON REFLECTION Teacher’s Name: Jamie Kelly Date of Lesson: 10/22/15 Student’s Name: Nico Student’s Instrument: Clarinet Instructions: After teaching this lesson, reflect on your teaching and the student’s learning. Use the following questions to help guide your thinking – Address those you feel were most applicable for this specific lesson. 1. What one or two words best describe your teaching experience during this lesson?
3 minutes 3. Vocabulary Building To support students’ understanding of academic texts. 6 minutes 4. Read aloud, questioning To build schema; to present material; to build students’ understanding. 15 minutes 5.
Introduction: Students need many opportunities to write. During the Reading, Research, and Writing portion of the literacy block, students should have regular opportunities to respond to text and multiple texts. This companion document provides aligned and thoughtfully sequenced explicit writing instruction that allows students to generate different pieces of writing, aligned to the unit of study. What is the writing process?
The writing assignment begins with the student spending one minute writing about anything that comes to mind. The only catch the student has to write for the whole minute. The pencil cannot leave the paper even to think. Students count their words at the end of the minute.
How well did your lesson support an inclusive environment and meet the needs of all learners? I believe I used appropriate wait times to give each students a chance to develop their answer and reasoning. I reread directions and expectations out loud to make sure each student understood the directions. I also reread the question and answer slowly, rewrote it, and explained how and why we got that answer. I went back to one student when he said, “I forgot” and had him retry to give his answer.
After, reviewing all of the summative assessments I realized that a lot of the preservice teachers struggled with the matching questions. They mostly got the vocabulary and language development level and the meaning-based context and themes level confused. This made was not completely surprising since the descriptions were similar. Concerning the essay prompt all of the preservice teachers were able to identify that there are 5 acquisition levels and explain at least how one of the six key strategies could be used in the classroom. I would have preferred if they would have been able to give an example of each of the six key teaching strategies but since the question did not clearly state that I cant be disappointed with what I received as answers.
At first, the teacher welcomed the students and asked them to write for five minutes “morning pages.” Students had to be completely silent, whatever is in their mind (free writing) serving a tool to practice “mindfulness.” This was a double exercise activity; it gave the opportunity for students to develop writing stamina, and Mrs. Carbone uses their writing as a tool to measure learning. Right after that, the teacher explained the lesson for the day, the class objectives.