What is/are your approach/approaches to this lesson, please explain your approach? Teaching the lesson on characters viewpoint, I used the bottom-top approach to help students understand what they were looking for when describing the viewpoint of a character. When starting the lesson, I had the student explain to me what is a character and how can the reader know who is the main character. Once students were able to define a character, we changed the discussion to thinking of how every character is different. Students were able to successfully describe to why characters in a story each character is acts or thinks different. The next step was going over how to describe students viewpoints by focusing on the characters actions, how they feel, and what they see through the story. When reading the book, I insured to make pauses …show more content…
In the **** I could have added a visual for them to look back at. Choosing a character all students were familiar with would have helped them understand how to use the given information to understand the characters viewpoint. Referring to a book the students have recently read and only focusing on the main character would have been a *** example. Starting by going over what occurred in the book, and reflecting about the characters viewpoint through the story. By only focusing on the characters viewpoint would have helped the two students understand what to look for. Also, by writing on the board the student’s answer will help students look back on the answers. When working on their group they could have gone back to the example, and refocused themselves on what they should be looking when thinking of the characters viewpoint. Being visually creating in the beginning of teaching the lesson would have avoided students to become confused when working with their group
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Goal: Braydon often refuses to follow or comply with requests and rules, even when reasonable. He will clearly lessen the frequency of passive-aggressive behaviors as evidenced by conveying anger and frustration through controlled, respectful, and direct statements and no more than three disciplinary referrals during the Second Nine Weeks. Intervention: MHP taught Braydon how to identify negative, hostile, and defiant behaviors, and develop new ways to reframe these behaviors in more pro-social terms. MHP taught his grandmother how to change her predictable response to reestablish control in positive, but creative ways.
How Many Tests… It is imperative for an effective administrator to be able to look at, and interpret a piece of data given to them and to determine how it can be used to assess and evaluate school improvement. The data may not give the administrator precisely the information needed, but a capable leader should be able to determine what statistical tests they could run to gain the information prevalent to their building and its issues with the data provided. For reflection ten, we were shown data containing a student set, the instructional method used, a percentage of correct answers in language, a percentage of correct answers in math, and an average Case 21 score. We were instructed to generate ten questions, determine the test we would use, as well as the data we would need to run the determined tests.
In order to achieve this goal, I will take the following steps or I would take the following actions. Action 1) identifying the pressures that have been created: pressure situations have an indirect and direct Impact on both yourself and your surroundings. The most common signs of a person whom is pressured/ stressed are firstly an individual may develop a loss of interest in his or her work, have trouble concentrating or is socially withdrawn from a group with a group situation or the individual becomes anti-social (Mortillaro & Scherer, 2014). I will need to utilise my ability to allocate time within my days off and lunch breaks at work to identify any issues that may arise within my Co-operative Education at Ogilvy and Mather.
Watching oneself teach is a unique experience. While teaching I am unaware of my vocal tone, nervous habits, and rends of questioning or information transmission. However, when my lesson is put on tape, every moment is preserved in all their glory or infamy. During my first student teaching placement, I recorded myself teaching on the Boston Massacre and the Boston Tea Party. This tape revealed positive teaching strategies and room for improvement.
5. Reading Process While I was reading the chapter their were times I wondered what I was reading since it would flash back an forth. In the novel since we are barley getting to know the character I was very confused of who was who in the novel. Also another issue that I had while reading the novel was that all the parts were in English so I had to translate what the characters had to say.
5. We might not be able to solve all our problems, but there are actions we can take right now to get our problems under control. For each lecture, identify one immediate and realistic action we could take to solve the problem. It is crucial to solve the issues covered in the lectures as they are all relevant to our society.
The first teaching lesson for a semester seems to be the most nerve wrecking experience, for me. This semester in Uteach 1202, Stephen Kolb and I, Janecia Hagood taught Dr. Won 7th grade Life science class at Blackmon Road Middle School. We had a great time teaching the students about the dichotomous key. Overall, some lesson intentions were met, some aspects of the lesson were better than others, and we got feedback for improvements.
After reading the story, the teacher will have the students pick out a page in the book and have the students listed three or four ideas of what the character would say. The students would pick their best idea and place it on the playing board. One student would go first by placing their sticky note in the center, putting it “in play” and explain why they chose this idea. The other students would continue to talk about that idea, staying on topic, until the conversation diminishes and this continues until all ideas have been talked
Noticing the common misconceptions that my students had when I was working with them one-on-one also gave me an opportunity to reflect and recognize areas where my instruction was not clear. My worksheet on time was confusing for some because of the layout, but when I gave them a different assessment form, they excelled. Noting those things enabled me to create stronger lesson plans and materials for my future lessons. In order to continue my growth as an educator, and to further my students growth and prepare them for higher education, taking the extra time to do an analysis of student work and re-teach what I need to is essential. The ASW process is something that takes time, but in order to create that growth, I have to carve out the time and make it a priority.
The fact that I got so often unsure about my feeling was one of the major reasons why the task was difficult The beginning of the story “Examination day” was fine, but when we started to approach the end of the story, it began to be kind of weird. It was a bit chock when we got to know that the main character died. Basically, I chose first to analyse the text, but half way I realized how little I had written. I also had ended up in a writer's block. Quite late, I decided to switch.
Activity: Children in small or large groups will discuss with the help of the teacher the “pros” and “cons” of having a pet moose with the use of a T-chart. Language and Literacy Development 1.3 Reading Literature H. Integration of Knowledge and Ideas-Text analysis 1.3 PK.H Answer questions to compare and contrast the adventures and experiences of character in familiar stories. Participate in strategies that provide opportunities to compare and contrast the experiences of characters.