ii. Social/emotional: I observed both students during calendar time and during the math game in relation to the social/emotional standard.
3. Facts and Inferences:
a. Student #1: Laila (typical) Facts Inferences
Social/emotional Laila followed directions and sat on the carpet after the teacher gave the direction. 1. Is she choosing to listen in hopes that the teacher will have her move her clip up (behavior management system)?
2. Is she choosing to listen, because she knows that if she does not listen, there is a chance that the teacher will have her move her clip down?
Social/emotional While the teacher was reviewing the days of the week, Laila changed her position from sitting with crossed legs to laying on her stomach. 1. Is she tired?
2. Did she not sleep well last night?
3. Was sitting with crossed legs
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1. Did she simply guess and point to any group without counting?
2. Does she think that four is more than six?
3. Does she understand what the word “more” means?
b. Student #2: Anastasia (atypical) Facts Inferences
Social/emotional When the teacher asked the students to sit on the carpet for circle time, Anastasia did not follow directions until the teacher spoke specifically to her. 1. Did she hear the teacher’s directions?
2. Was she comfortable at her seat and did not want to move?
3. Was she choosing to be defiant, because she did not want to participate in calendar time?
Social/emotional While sitting at the carpet during calendar time, Anastasia continued to play with another girl’s hair braids after the girl told her “Don’t touch my hair.” 1. Did she like the feeling of the girl’s hair braids in her hands?
2. Was she distracted by the colorful beads in the girl’s hair braids?
3. Did she simply want to play with the girl’s hair braids; therefore, ignoring her
One afternoon, Amanda was spotted by her former teacher, Ms. Tiny, who acquired questions about Amanda’s well-being, truancy, and personal care. Unsatisfied with the answer that Amanda
I asked Natalie the following questions about her reading and miscues 1. Why do you think you made those miscues while you were reading? 2. Does the miscue make sense? 3.
Estrella appears to be a child from a different country who has moved with her family to an English-speaking country. Trying to adapt to her new surroundings, she often finds herself confused. In addition to feeling confused, she also thinks that she is being ignored by those around her every day. However, Estrella does not notice the things others see in regards to her outward appearance. Despite the opinions of outsiders, a man, Perfecto Flores, finally helps her achieve her overall goal.
In sunny California there is a town called Yutter. The dearth of water has caused the soil to be very dry and infertile and so the farmers cannot grow crops, impacting the economy in Yutter, changing it for the worst. The town of Yutter has a deal with the farmers and the water supply company for the town so that they can have more water than other citizens per square acre of land, in order to keep the new seeds alive before they shrivel up and the plants die. Paul Jump, Yutter’s main farmer, much to his chagrin, asked the mayor at the town meeting for water, saying “I can grow food for my pigs with the money I made off of my crops if I have two thousand more gallons a week!” The mayor ignores his request and the audience of the meeting starts to become obstreperous as they walk up to Paul Jump with screams of invective.
In life some feel the need to prove something to others. That they are better, stronger, or even more intelligent. Whatever the case may be people will go through extreme measures to prove themselves. But who do we really need to prove anything to? Is it our parents?
In several instances, Jay would not be able to contain his excitement what Laura is teaching. He would keep his hand stretched high and not be called on at all or to be chosen last out of the people with their hands up. One moment Kathleen notes this is when Laura is explaining the directions to her class. Kathleen writes “Laura’s description lasts 26 minutes, and although Jay raises his hand several times, he is not called on and remains silent while Laura talks. Five other students do raise their hands and are acknowledged.
Her long, frizzy, red hair was spilling over the back of her chair. She brushed her bangs out of her face and put her head down on her desk. Relatable, Bex thought, giggling in her mind.
I referred Tansy as A, Kristine as B, and Htoo Pwe as C. The following 10 questions is what we interview
After she learned her husband and sister’s love affair, she cut her hair and reflected her anger to
Speaking to Holly O’Mahony of the Guardian, Dewar-Langridge scoffs at people who say that young prisoners do not deserve an education because they’ve already committed crimes. For Dewar-Langridge, education is the best choice for rehabilitating young male offenders, prevent more crimes from being committed, and allow them to become important members of the community. She said that most of the young offenders have had negative experiences at school. This means that it’s going to be a tough challenge engaging them in an educational background they did not choose for themselves.
She knew she wasn’t like anyone else. She approached the boy, just wanting to kiss him like she had saw the other girl do, but things went terribly wrong for her. They saw her (227), and they knew where she went. She was rejected and put to shame once again, when the whole village came after her to burn her home and her life to the ground. She knew it was over at that very
She didn't feel like going back to class. Maybe
She wasn’t by nature a shy person but she also had never been skilled at speaking in large crowds like her elder brother Robert was. Her eyes turned towards Henry and those soft sparkling blue pools met his own as she smiled softly. Something about him made her feel as if no one else were in the room. Lifting the pale blue of her skirt she curtsied down softly bowing her head causing one of the red curls to fall against her bare neck the tendril curling against her cleavage.
Classroom discipline model developed by Lee Canter in 1987 (Newman, 2013). The main focus was to allow teachers to teach children in an environment where they "have a right to learn and a right to have a classroom free from behavior disruption to their learning" (Tuckman & Monetti, 2011, p.464). Canter also puts a lot of emphasis on positive reinforcement. Canter states: Example 2: Recognizing positive behavior.
Teaching is not controlling, but rather working with the students to learn, grow, and succeed together. By having strong student-teacher relationships with students, the classroom will be a place for each member to express their feelings and work together. Academic success depends on these close relationships and guidance that teachers and students have with one another. Classroom management aims at establishing student self-control through a process of promoting positive student achievement and behavior. Thus, academic achievement, teacher efficacy, and teacher and student behavior are directly linked with the concept of classroom management.