She has a positive attitude about school and loves to learn. As a mother, I am thankful for the teachers that have poured into her life. In the same way, I want to be a positive influence to my students. A big idea that stood out to me while reading Choose Words is that “Children in our classrooms are becoming literate.
Video Response 3 Addressing a student’s needs plays a vital part in the student’s academic success. Understanding one’s needs requires that a teacher take the steps to understanding the child’s personality traits, interests, abilities, disabilities, and so forth. Students are more likely to grasp the interest of learning a specific subject if they feel that the teacher is kind and understanding, just as Trisha and Brittany’s teachers is. Brittany’s mother mentions that a significant change is notable in Brittany’s self-esteem and grades (Kirk, Gallagher, & Coleman, 2015). Trisha certainly associates her good grades to her relationship with her science teacher and identifies her teacher as helpful (Kirk, Gallagher, & Coleman, 2015).
So, the first question she asks me was “describe yourself.” I felt confident about this question because we went over this question a lot in class. As she continues asking questions, I didn’t feel as nervous. By the end of the interview, I was feeling good about how I answer the questions. At the end, Mrs. Amy told me what I need to work on.
1. In the identified video in ATLAS (Case #2454), the mathematics teacher did a great job in making sure he used cultural appropriateness in his learning outcomes. You can tell from the video that the teacher made sure that everything was out in the open. This mathematics teacher used cultural appropriateness by allowing the students to work in groups to help each other with the math problems.
When looking at her school work and from the information that was previously gathered from sessions with Hailey, it was important to assess her as an oral reader, silent reader, writer, word solver, problem solver, and her comprehension. Using a variety of assessments and taking the new information and planning to help Hailey be more successful was important. Also, looking at how Hailey performs across academic areas was another clue to help her be a better student. To have a better picture of Hailey, she brought her academic folders with her to review some of her class work and writing responses, almost like a work portfolio. Hailey made it clear that Science and Math can be more difficult for her than other
Invitation skills include good eye contact, soft smiles, and appearing open to the client. I notice also that in one of my triads, the counselor assigned the client a homework assignment. This is considered a goal setting skill. I will be working on that because it is an excellent idea to keep the client thinking about what they need to do to improve. In all of my triads, we were all motivational and helpful to one another.
She developed a vocabulary game called, “Last Man Standing” to help the kids not only understand vocabulary words, but also the parts of words. I always saw the positive impact it had on students’ success, but never understood why she had such a heavy focus on it. After our interview I now understand the why and it makes perfectly good sense. I then began to wonder what strategies could we, as a school, provide for our parents to help them support their child’s vocabulary development?
She is a great teacher, and she explains and works out the problems until we understand them. Ms. Lawson knows exactly what she is doing, and she could probably solve any math problem you gave her. She is a great math teacher, and she is great and what she does. It all depends on the person, whether the class is easy or hard. Some people can instantly pick up on how
I think this study is so important for teachers to be aware about, knowing about it and keeping it in mind while planning the materials for the class will include all students in the lessons. Also I think being aware of those students who need that help and this study can make it easier for the teacher to conduct lesson and present materials for the ELL students. As the teacher I worked with, she had a few ELL students right in her classroom, she had to work around them, but of course not exclude them from the lessons and activities. She had extras, she had extra materials for these students, she is aware of their learning levels, she is aware of their learning capacity, she is aware of how they learn. The teacher who is teaching ELL student in an integrated classroom needs to know that these students are capable of doing same things as the other students, they just might need more and a substantial amount of
Cheryl Dobbertin’s Just How I Need to Learn It discusses how it is essential that students should know where they lie, regarding pre-assessments for lessons. I think her article is great and I love how this middle school math teacher implements this station teaching into her classroom. I would use this method of reflecting on pre-assessments in my classroom, because I agree that it is important for students to reflect on their placements in learning. It actually reminds me of students doing a KWL chart on themselves: what do I know, what do I want to know, and what did I learn. Students are honest about not knowing what denominators are, or mixed numbers, etc.
She did everything should could for him so he wouldn’t go down the same path a lot of kids his age were going down. She wanted a better life for Wes. “Well, your grades obviously aren’t bad because you can’t pick this stuff up or because you are stupid, you are just not working hard enough” (75-76). Joy is influential to Wes because she knew that Wes had the ability to learn and to be intelligent, she just needed Wes to push himself to be intrigued in school like how he was in music or outside activities. As Joy tried to get Wes’s grades up she finally came up with a plan to send him to military school.