There are 33 students, 20 girls and 13 boys in this class. The analysis consists of two parts, the first one is the observation and the second one is the final results obtained.
The activities in classroom consisted of a quiz by listening and speaking training. Both genders had many opportunities to practice speaking English in class. The teacher adopted the role as the host of the quiz, to see if all the students participate. The whole class was divided into two large groups, in this case, boys and girls. They had to compete on guessing the meaning of words that they got from the listening. The teacher had all the words, so one student had to take one word from the teacher and used it in a sentence in English, and then the other members of the group guessed what meaning of that word was. The
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She left the students to make their own groups in order they feel good and comfortable to work with they want. She used various teaching methods to motivate every student to speak more or read more in English, for example, group discussions which increase understanding of the material, as well as group presentations, with the aim to encourage students to practice the second language as much as possible and to guarantee a good environment of participation.
Some differences have taken place in each classroom depending on the role that the teacher assume with the students. The observations in Class 1 show that girls prefer speaking in English class. Boys, on the other hand, want to have the attention of the teacher to be as equal as girls because the teacher was seen as closer to girls. The findings in Class 2 obviously show that girls speakers are who dominate the class. Teacher’s role was to distribute the turns because she knew that there were groups too shy to stand up for
Hidden Lessons in Society The school system teaches girls from a young age that they are less than boys, but it is subtle and overlooked. Myra Sadker argues in “Hidden Lessons” that gender bias in classrooms influences young girls' social development. Thus, leaving “their gifts lost to society” (Sadker 56). Solely blames the education system for the damage of teaching sexism to children.
During the observation portion of this assignment, I observed in a fifth grade ELL classroom. The teacher in charge of this class is Anissa Rose. She has been an ELL teacher for many years and teaches students in kindergarten through the 8th grade. This paper will discuss whether or not the students were aware of the class language and content objective, how the teacher instructed the content and language objectives, the type of group configurations, and how the teacher accommodated for different ELP levels.
The overall percentage of the boys in the academic classes are decreasing as the female success rates are increasing. Teachers and others in higher positions are slowly forgetting about the existence of boys
I. Courthouse environment (50 words or less) The courthouse environment was very busy. I didn’t think it was going to be that busy at the South County branch of Chula Vista. I expected it to be less busy because it wasn’t downtown courthouse; however, I was wrong. The superior court in south county division had three floors.
Patrick Holt English 802 Joshua Lukin Temple University 1/25/16 The debate about how to help young boys perform better in school is anything but simple. There are many different views and opinions on the matter. Some believe that it is very feminine environment that boys are introduced to in the classroom and making the classroom more appealing to boys is the best solution. This view is championed by the article How Boys Learn, written by Michael Gurian and Kathy Stevens.
This chapter examines the complexity of teacher identity construction through some of the discursive processes of face negotiation between the teachers and students in the classroom. More specifically, drawing from the data, this chapter analyses how the teachers by participating in facework can simultaneously construct and negotiate their professional identities. The analysis shows examples of situations when the teachers’ face and identities are maintained and strengthened, as well as when the teachers’ face and identities are challenged and contested by the students. In each of these circumstances, by examining some of these discursive ways of facework, a variety of teachers’ identities are also drawn from such processes. 6.1.
Chapter two of Child Care Plus+, is about recognizing the strengths and needs of young children. This chapter’s key points have to do with observing, using those observations, and two planning tools that can be helpful in observing a child. It is important that professionals use these tools to help better the development of each child individually. The text outlined some guidelines for observing children.
“Between the Sexes, a Great Divide” written by Anna Quindlen, is an essay that talks about the differences between men and women, and how they see the world. She tells about her belief that boys and girls are just different and see the world in different ways, and have always been different. She gives us an image of a middle school dance where the differences can be seen the easiest because of the ‘great divide’ that occurs at all of these events throughout time. She thinks that the divide happens “not because of big differences among us, but because of the small ones” (165). Eventually, both boys and girls will have to come together as a pair and cooperate to live in this world normally.
Although there is many examples of sexism in this children’s book, towards the end the author shows gender equality. The teachers were telling the students the consequences. Teachers were enforcing the consequences towards both genders in order for them to be treated equal, they must treat each other kindly otherwise, and there will be consequences. Not only are boys seen as the dominant characters, girls are portrayed as weak and subordinate compared to them. Girls are only in the story for “moral support” of the main boy characters or his parents.
As social media use increases, the bystander effect becomes more common amongst younger generations. The bystander effect is a psychological experience, where witnesses refrain from helping another, as a result of the presence of others. In this new age, it has become very popular to record almost every aspect of our daily lives, from a baby’s birth to the last moments of a victims life. With popular social media outlets like Twitter and Instagram, it has become normal to post individuals fighting or partaking in reckless activities. However, this raises the question,“ if these recording bystanders had intervened or reached out for help, would they still have a video to post ?”
Females in submissive roles were proved by giving examples of when females were looked down upon. An example was when Scout was when Scout wanted to play but was told she could not because she was a girl. Women undervalued was proven by giving the readers examples of when they were treated poorly because they didn’t meet societies standards. Finally, a difference in roles between females and males was shown by informing the readers about the ways that females were told to act compared to males and how it was unfair. Females were treated poorly and had unfair standards they were told they need to meet.
Morghan Renfrow Instructor C. Shackelford English 1113, Section 101 1 September 2016 Analysts of “How Male and Female Students Use Language Differently” An essay written by Deborah Tannen called “How male and females students use language differently”, is describing how they talk and interact with others. The writer presents different studies on how language changes based on a certain person. The essay states that men are more aggressive and talkative, while women are calm and modest about talking about the views they share.
During the last cycle, the children were gathered on the carpet for large group. The teacher encouraged a child to read a book to her classmates. However, the lack of clearly stated behavioral expectations resulted in a chaotic environment as the children climbed over one another to see the book. The teacher next transitioned into an exercise routine in which most of the children became excited and participated; however, about four boys roamed the classroom and remained unengaged in any learning activity, shouting loudly from time to time, distracting their fellow classmates, and with little response from the teacher.
Student Engagement A good teacher should know how to engage students in learning activities and be able to respond to diverse students needs in the classroom. The classroom observations I have seen these past week has shown me examples of good teachers. In all the classes I observed the students sat quietly and were always ready to raise their hands and answer questions. In my kindergarten class all the students were really into their assignments and wanted approval of their work from their teacher.
All participants are from Spain upper-middle class and they all speak a fluent English as they attend a British School, this means that they had no problems in understanding the instructions and questions of the experiment. The academic profile of all the students was practically the same. The target population was high school students at Oak House School in Barcelona. The range in age is from 13-18.