Not being able to always have top scores when Math quizzes were taken or always have the correct answer in the classroom, led me to the conclusion that I was no good at Math. If I was, it would not require so much effort to complete courses. Being a person who possesses an aesthetic mind, also factored in. My feelings towards Mathematics were influenced greatly by many people. Some of my teachers had a positive effect on me in that, they tried to show me the importance of Math and how it is applicable to my life.
For example, a conceptions of mathematics questionnaire (Mji & Klass, 2001) found a cohesive-fragmented divide. Crawford and others (1994, 1998a) used a phenomenographic approach to qualitatively investigate student conceptions of mathematics in higher education. Crawford and colleagues found a clear divide between cohesive and fragmented conceptions. They extracted items reflecting cohesive and fragmented conceptions and developed scale measures for these conceptions (Crawford, Gordon, Nicholas & Prosser, 1998b). Mathematics may be categorised as fragmented and cohesive.
The students were much more outgoing in the ELL class and were always raising their hands to ask questions. In the regular education classroom these students were very quite and the only time they would talk is if they were asked to. Occasionally they would misbehave in class but that was their way of getting attention and a way to tell the teacher they had no idea what was going on. I enjoyed seeing these students in both settings because I got a sense of who they
During my 5th grade through 8th grade years, I attended an Art school called Davenport School of the Arts. My major during these years was graphic design and I became skilled in Adobe programs such as InDesign, Photoshop, and Illustrator. While I determined that I did not want to be a graphic designer, it was clear to me that design and math would play a role in my future. The field of math has appealed to me since I was in middle school. It was not uncommon for me to be disinterested or disengaged during many classes; that is, many classes but math.
There did not seem to be a system of how the students move from one activity to the next and there is a lot of wasted time. The students in the class are grouped by mainly behavior and then by physical impairments like vision and hearing. Just like in all other math classroom in the middle school they collect data by using imagine or think through math and the students are required to complete two lessons per
Getting to know all the students has been quite difficult for me because I feel like there isn’t enough time in a day where you can sit down and talk with each student. Sometimes I feel like I’m constantly telling the students to be quiet, or making sure that they are staying on topic with their responses. That is something that has surprised me, because I feel like a lot of my time with them has been focused on the subject at hand. This is excluding time when I am working with students one-on-one. However, I have just started eating lunch with them, because I do want to build relationships with all of them.
She told that when he entered my class, I expected the worst. The student use to sit at the back row. According to her, she never used that seating arrangement concept on the very first day with students because that day is only for the introduction. The criteria that she had set for the students to know them well, was to ask random questions by calling their names after giving the lecture but whenever she called
I have never presented an issue which was even remotely connected to some aspect of science, so naturally, I was a bit nervous at the beginning, and I believe, anyone listening to my presentation could have told that. However, similarly to my first presentation, as I progressed forward with my topic, most of my nervousness went away, and I started to enjoy explaining ideas about the notion of consciousness to my audience. Unfortunately, due to my initial nervousness, similarly to my first presentation at class, I have left out thoughts that might have helped my audience to understand the notion of consciousness I presented, in greater depth. I hoped that the second time I would be able to stand in front of the class without any anxiety, and would be able to give a better presentation than last time. As I have mentioned, I was a bit nervous at the beginning of my presentation, and I believe that this could be the result of the fact that I have never presented scientific ideas, and I was very nervous about whether I would be able to convey Mr. Chalmers’ ideas understandably.
These factors play a huge role in how I approach them when teaching and how I deal with conflict they experience within the classroom with other teachers and children. One child needs a lot of one on one and constant reassurance. He has lost both parents and he is not able to deal with his emotions when he becomes frustrated or upset. It presents a challenge when I know he can complete his work, but he chooses not to do it because he wants me to sit with him and focus on him while he works. When I cannot give him the attention he needs/wants he will responsible in a hostile way throwing papers, pencils, or stomping off and crying.