The questionnaire will afford the study with basic data to build on. The information collected from the questionnaire will be used in identifying the acknowledgment of (6+1 Traits) in school in the first place. There will be interviews with school principal and some teachers/students who have applied the traits in the their classrooms to discuss the evaluation standards used to measure students' progress in writing. It will also discuss the rubrics used in the evaluating method of students’ writing works. On the other hand, interviews will pay administration’s attention to Personnel Development Programs including teacher training on (6+1 Traits).
Point 1: Sociolinguistics (8) 174w When it comes to reading, every student has different experiences in regards to what they are interested in reading. Working with students that are extremely diverse sociocultural theory addresses the importance of incorporate reading that students can relate to culturally. Implementing culturally diverse material, students begin to reflect with the story that they are reading and they are motivated to read because they are becoming part of the story. By implementing different cultures books, they are expanding their knowledge of other cultures that they are not familiar or were never aware. Adapting to students culture is important for a teacher to do, especially when teaching a diverse school because making those personal connections are crucial to building relationship with the students and their community.
Cultural sensitivity requires that teachers interpret their students' behaviors within the cultural context of the student. They understand the cultures represented in their classrooms, and reflect on the instructional implications brought about by this cultural knowledge. Then, they develop learning tasks that are meaningful to the student. I advocate for the statements presented in the reading: “Children whose language and culture correspond more closely to that of the school have an advantage in the learning process. Children whose experiences are devalued or unrecognized become alienated and disengaged from the learning process.” I am teaching an AP Spanish Culture and Language course at Piedra Vista High School.
Every other Wednesday morning, staff have an hour and a half AIG certification training that takes staff through modules of readings, assignments, and in person discussions during the meetings. I am able to be a part of this training and work with my grade level team to learn the content and apply it through assignments, such as creating an activity choice board for students that have already mastered the required content. The next steps that I would take would be to continually look for ways to apply the content in the classroom and to share these ideas and lessons with other teachers. Though the training was thorough and provided a lot of helpful information, it is up to the classroom teacher to then find ways to apply these tools in the classroom in practical ways. In the classroom that I am currently placed in, the group of students that are identified as AIG are reading at a much higher level than their peers and need more complex content to challenge them.
The point of this article is basically being there for them, teach them how to be independence, have someone to be in their life that we care about them. When the kids have trouble of reading, spelling, studying, we tutorial them and give them practice skills to work on their weakness to work on. We teach them how to control their emotions. When you have a friendly relationship is to always let them know that you care about them and show them develop trust to them, have that special bond with them. It is important to teach students about the classroom rules, schools rules, daily routines, learn to practice new skills in the classroom and out of the classroom, and now their school schedule and outside of school schedule.
The author notes how the students go over any content they did not understand and go over it again until they did understand it in contrast to memorization. By analyzing how the students studied, this proves that growth mindset students focus on learning instead of mindlessly remembering information for their next test. This supports her claim that growth mindset students gear themselves to learn and understand not to focus on achieving a high grade. This study connects with an audience of students. The connection the author forms with the readers is similar to a student taking advice from an upperclassman.
Lynsie and I went to Washington Irving Elementary School every Thursday this semester from 8:45 until 9:45 in the mornings. While at the school, we worked with a first-grade student named Reid. The first two weeks at the school, we spent time getting to know Reid and testing him using the Informal Reading Inventory. We used this test to see what we needed to work on with him to help him master each area. After we tested Reid and analyzed the information, we created lesson plans that addressed his needs and we picked out books that were at the appropriate reading level for him.
A big idea that stood out to me while reading Choose Words is that “Children in our classrooms are becoming literate. They are not simply learning the skills of literacy. They are developing personal and social identities-uniqueness and affiliations that define the people they see themselves becoming” (22). Wow!! The words that teachers say and how they say it matters.
While the other article discusses the actual role of the teacher in prevention. The main idea of Jina Yoon and Sheri Bauman’s article is “teacher responses to bullying incidents reflect the larger context of classroom management…and serve as socialization experiences for potential perpetrators, victims…determining students’ future behaviors and thus social and emotional adjustment” (Yoon, J., & Bauman, S. (2014). They explain the teacher has the power to influence in and stand as an example for their students to
It will be my job as an AU intern to monitor, help, and get to know students for the first few weeks, but eventually I will be able to be more involved in these guided reading groups once they are formed. I also got some advice from Mrs. Mikelait about her classroom management strategies. Her main strategy is a color chart where students can either clip down or up depending on their behavior. They clip up for good behavior and down for not following the rules or instructions. If they clip down they lose recess time.