Stephenson until the bulk of her class had found their seats before beginning the days lesson. Ms. Stephenson had mentioned to me previously that her classes are typically very good about knowing their “start of day” procedures thus making it much easier for her to get the lesson started quickly. She very efficiently gained the attention of her students to begin the lesson’s introductory information. She then engaged prior learning by asking children to think about how they had measured things in the previous lesson to the nearest inch. She asked her students some initial guiding questions about what they remembered about using the rulers.
Evidently, Emdin’s claims validate Mrs. Hamma’s teaching style when students are respected in the classroom, able to engage with others from different communities, gain a hybridized identity, attain the ability to code switch effectively inside and outside the classroom and improve their position in the country for the future. According to Emdin’s definition, Mrs. Hamma’s teaching style is respectful towards students, which leads to enjoyment of education and respect toward others. Emdin affirms that in the classroom, “It is imperative that students neoindigenous dialect and culture are respected” (182). When Mrs. Hamma teaches her students how to show respect towards all, Emdin’s take on effective teaching is seen. For instance, when she expressed, “Didn 't he do
A way, used in one video, to establish an unmeasurable amount of newfound equality in a diverse classroom is through a practice called tracking. In Mrs. Noonan’s classroom, the focus is on the speaker and that enables the students to actively and respectively listen by giving eye contact. Mrs. Noonan uses reinforces the policy in her classroom management by keeping a visual board in which keeps
I learned a lot about myself as a teacher and how to help these students individually without neglecting the rest of the class while tending to their needs. It wasn't difficult for me to walk by Kiden's desk and praise her for what she was doing, or give her praise during whole group interaction. However, this meat the world to her and boosted her self confidence in the skill and concepts that were being taught. In the same way I was able to help Kiden, I was also able to help Pau and Georgia with the things they needed such as reading the instructions to them one-on-one or checking in on them throughout the assessment just to make sure they were on the right track. Overall, this learning experience has taught me how to treat each student individually but also teach concepts as a whole group.
Based on Rosniah et. al. (2011) studies, teachers’ practices are questioning informing, accepting, instructing, teacher questions and answer, modeling, correcting, praising, rejecting, translating, explaining, ignoring and joking. On the other hand, students’ practices are answering, repeating, questioning and correcting teacher. 1.6 SIGNIFICANCE OF THE RESEARCH This study will be significant to fulfill the gap from previous studies as there are only a few studies which focused on the optionist and non-optionist.
When my teachings are observed by my tutors and peers, I can say that one of my strengths is rapport throughout the teaching practices. I tried to provide pleasant lesson environment with my learners. According to my tutors, I could improve my TTT and language grading day by day. I always wanted to try a variety of teaching techniques in my lessons and according to my peers, I could manage it. In my written feedbacks, students are mostly engaged in lessons and there is a positive atmosphere with good involvement.
Decker and I’s interview provided me with helpful information as well as allowed me to gain pertinent insight in regards to classroom management and the overall set up of classrooms, in order to gain a sense of classroom community. With Mr. Decker’s years of classroom experiences he was able to share with me some of his best practices and “what I know now’s” all in which are things that are important for me as a pre-service educator trying to develop my own classroom. Looking back, I wish that I could have visited Mr. Decker in his classroom and conducted this interview there, as over the phone communications and statements at times seemed abstract and hard to
The Way I Learn “ What we learn with pleasure we never forget” by Alfred Mercier is an engraved plaque that sits on my desk in my classroom. I read this quote to myself everyday before class to inspire me, and remind me of the special person who gave me such an inspiring gift to me. I received this gift from the first student I tutored that set me on the path to become a teacher. But it took this class in Eductional Pyscholgy to make me really appreciate its meaning. It was through this person and class, I ‘ve grasped that people learn in many different ways, and by embracing the importance of this learning style’s for myself as well as in teaching exerts a powerful influence on a child’s ablity to do well in school.
-Curriculum: the school provides a rigorous and diverse curriculum with all fundamental aspects of learning English (listening, reading, writing and speaking) for a wide range of target students/ groups. -School ethos: openness, sharing and commitment to improve students’ learning progress and increase parental confidence. -Professional leadership: managers try to lead subordinates in a professional manner and create a friendly-working environment without conflicts or prejudices for all. -Monitoring progress: all of the written work, final course exam results of students’ performance is stored and reported to parents so that parents can keep up with the learning advancement of their children better. -Customer service: Well-trained student-care officers.
Student Teacher Relationship One important thing in teaching learning process is interpersonal communicative relationships between teachers and students. (Andersen, 1978, 1979; Richmond, Gorham & McCroskey, 1987). Victoria (1970, p. 3) has noted that "nonverbal phenomena become qualitatively predominant aspects of interpersonal relationships. These interpersonal relationships are critical aspects of all learning situations." Mehrabian (1981) has notes that “a considerable accumulation of evidence from various fields of psychology points to a very elegant conceptualization of human emotions, attitudes, likes-dislikes, and preferences [which are the referents of implicit communication].