The students also took notes while she gave her lecture. On Wednesday, the students did an activity that involved them reading scenarios (stories that actually happened) and they had to create bow tie that had a picture or list of their goals and aspirations on them. The purpose of the activity is to show the students that one mistake could easily cost them their lives. After the activity, the cooperating teacher gave a
She gave us all of the AP rubrics, a sheet of transition words to use in our writing pieces, and she even showed us the agenda she had planned out for the rest of the year. As the year went on, I got accustomed to her teaching style and I was doing well for the first few months. As the assignments got more challenging, my grade seemed to be slowly dropping. It usually dropped .01%, but that was still something. In all honestly, I wasn’t worried as I’d always got by doing the bare minimum.
Mrs. Hippchen then instructed the class to clear their desks to start a new math activity. Alina followed her teacher’s direction. As Mrs. Hippchen reviewed a math homework assignment to the class, Alina followed along appropriately. When the students were asked to draw a diagram to aid them in solving a problem, Alina appeared engaged as she drew on her paper. After the homework review, Mrs. Hippchen instructed the class to take out their math workbooks.
During my second out of class observation, I noticed Cassie spending time at lunch with another student, studying and helping her with homework. I later saw them together in Mr. Bearak’s class, where Cassie was tutoring this newcomer EL student who had just joined Mr. Bearak’s classroom. Students who tutor others have been shown to gain confidence in their own abilities, according to a study described in Children Teaching for Learning: What happens when children teach others in the classroom. “Then analysis found clear benefits in terms of tutor achievement, as 33 of 38 studies found a significant effect” (p. 2). Cassie’s kindhearted nature led her to begin tutoring another student, without realizing the benefits that will come for her as well.
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.
For the next month, Debate became my haven from the heat and annoying people in math. I learned how to construct a logical argument, how to write an impassioned speech, and how to hold myself with confidence. This is where I met my good friends Zac, Sydney, and Tiarrah. I felt like I had found my place. I eventually switched into Debate and a new math class, and stopped cutting class.
Even though I have experience helping to write IEPs in the last two years, it was really just from what I gleaned from sitting in IEP meetings and listening to colleagues as they reviewed IEPs with families. This class provided much more detail to me, about the thought process behind each section of the IEP (PLOPs, measureable goals) and why the IEP is developed the way it is. For example, the Present Levels of Performance are written to give a clear picture of the student – where are they now? What are their academic and functional needs? How does their disability affect their time in the regular education classroom?
The closest thing I can thin k of would be writing passages for a class I was taking in high school. At my school, we had a government class in which we had bi-weekly debates. We would split into small groups and discuss a political issue and write a small paper based on our stances. We would then read that aloud and try to sway our classmates into voting for our side. This required us to be very persuasive in our speech and text.
Now on, For example, the science teachers have enough time to run labs, have the students write the lab reports, and clean up the labs in one class period,” she says. Also, “In English class students can write a rough draft, revise, and write a final draft of essays in one or two days instead of taking a week. Next, because you have to do homework getting the extra day of so the student’s saying they should have four day school week are actually right because it is actually better because they have a extra homework day so they don 't fall behind in their work cause if they have the extra day they can add more study time to their schedule if there are four days of school they can add more projects in and they can do prodject’s if their
Jocelyn Chan Ms.Heaney, Period 5 English 3-4 Honors 20 January 2016 Expected School-wide Learning Results Yearly Reflection During the past school year, I have exhibited qualities of a Champion of Scholarship in the following ways: As a Critical and Creative Thinker: I have received and evaluated information for my classmates in my English class so that their work can be developed to a better or well organized format. I have also received and evaluated information in my geometry class for instance my homework or when working with a team in a problem. I have identified problems and formulated solutions in my geometry class and in my chemistry class which was difficult but