I wrote in my feedback that I could clearly tell that he was trying to use a box and bullet style to his notes in the remainder of his notebook. Each day he labeled his work and would then bullet his information underneath, which is a strong indicator of the use of a box and bullet strategy in our classroom. He also tries to use words from our vocabulary list in his daily notes. He will write what he thinks the word means then go back and either correct himself or write that he was correct in his thought process. I observed him doing this with the word “clan,” he wrote that he thought is meant a big family.
When looking back on my overall experience with my DH2 student, I actually learned a lot as a client sitting in the chair. I learned the proper procedure of how and what the dental hygienist are required to do. In a real world, I didn’t know what my care provider was doing to me. They clean and just polish. Everything goes in a flash.
Go to the profile of Rikin Katyal Rikin Katyal 2 days ago4 min read Recommended by Aaron Taylor and 2 others Finding out if programming is for you, the hard way. A 6th grade boy fascinated by technology gets a link in his email. This link leads to a website he has never heard or seen before, but he still clicks on it. He ends up on a Udacity course titled Web Crawler — CS101. That boy was me back in 2010 and that email was from my mother, who has a background in engineering and computers.
Yes, I am a teaching assistant for Chem 1011 this semester. I have experience explaining the topics with various teaching styles to students and guiding them toward the correct answers. I also oversee safety in the lab and ensured every student is taking necessary precautions. Every week, I grade lab reports and quizzes for the instructor.
I would use this day to allow the students to have independent work and practice time to work on the different properties that we studied during the week. I would have 4-5 activities picked out and ready for the students to work on. The first activity that I would have the students work on is an instructional math game on the laptops. The game is from Math Blaster and explains to students that a+b=b+a (commutative property), and then provides an example of this with numbers; (example- 3+6=9 and 6+3=9 or 9-6=3). Students would also be able to do an instructional computer game on the Associative property of addition.
He chose this particular workshop because they discussed the similarities and differences between the Ohio Mounds and Cahokia Mounds, which he covers in several of his classes. Mr. Harms will be using lots of new material that he learned from the trip this year in class. Within the strict schedule of the workshop, were many different seminars which were held by “the best of the best”. Among the speakers were the lead archaeologist of the Hopewell Mounds, Dr. Bradley Lepper, several different professors from around the country, and even a local Shawnee Chief. Even with the tight schedule and the long eight or nine hour days of touring and lecturing, the educators find a way to
While I was in the Multi-Needs/ FBI Intensive classroom, I worked with Cameron again, by assisting him to complete a math worksheet. I found myself to be more directive with this student, decreasing the amount of delays while finishing his task. Cameron’s teacher’s aide, relates content to Cameron’s life by including cartoon characters and five-minute break to watch cartoon movie credits after three activities. In comparison to teaching a lesson, I will be giving Gabi graded word lists as part of my BRI project I worked with Cameron again, and this time, Cameron was more on task and ready to complete his math worksheet activity. I am working with a sixth-grade student to complete my BRI assignment project.
She introduces another claim that individuals can do something with the right training. The author incorporates her personal experience when she read Drawing on the Right Side of the Brain by Betty Edwards as evidence. From the book it illustrates people with little artistic ability tried a short drawing course from Edwards and within five days, Dweck acknowledges that “everybody could really draw” (68). The author shows how much progress people can achieve through the right training by using the results from the book. From the books, the author also presents pictures of the participants’ drawings one before the courses and another one after they took the course.
If you are like myself, the answer to that would be a countless number of times. Upon sitting down in biology class on the first day of school that year, Mr. Euler had pointed to a wall with numerous papers that each had a different classroom-management expression on it and had assigned each of students to pick an expression, then write
I then played a YouTube video that explains PEMDAS but it was also an attention getter. Then I went to the main lesson which I did on the white board and I started with simple two step problems and got up to the four step problems with the parentheses so they could see me do it. After I was done, I had each student come up a couple of time to check their understanding of it, to me they seem to get it really well. I sent them home with homework to post assess them on the following Wednesday when I came back, I was surprised when they turned in the homework on how well they
Last summer, I volunteered as a Youth Teaching Assistant at the National Smithsonian where I taught about twenty kids from around the world how to make their own pinhole cameras and develop their photos in the darkroom. Although it was a temporary and unpaid position, in many ways I consider this to be my first real job. I had to fill out an application, be interviewed over the phone, and attend a training session. During the week long class, I got up early every morning to begin my commute by metro to DC. When I got to the museum, I had to sign in and prepare for the kids to arrive.
After three quarters and over six months, I was able to go to an in depth interview with the teacher of the classroom that I peer tutor. Mr. Kanna the U.S. History teacher for juniors, has been working with me in order to help spread the knowledge further for the entire class. My role in the class is to help out the students in the classroom on any questions they have for U.S. History. Over the months, I have gotten into a routine, in which I help anyone who has a question for the home/classwork or to connect an event/person of the past to today or to be there for moral support in the class. I have personally take great joy in helping out the students in any way possible.