Every time that I would attend my classes during the previous years of my study, I tend to observe my teachers while they were teaching in front as well as the behavior of my classmates. This is when I realized that teachers possess different attributes and made use of various strategies to meet the level of understanding of their students. I have also noticed that my classmates used to behave in a different manner depending on the presence of our teachers. It is during our Field Study that I have experienced to observe the classroom setting while sitting at the back. I usually sit either in front or middle part of the room so; I found my observation from that location as entirely different.
So, this is the teachers’ duties to make the students pay attention to the lesson when the students feel so bored and lost their concentration during the lesson. Based on my observation, there are some ways to make the students pay attention to the lesson, they are: • The teacher would review the last material, and then she asked the students to memorize the last material about the name of the day and the month. • She said “please focus”
1) and spent less than three hours on homework (Shaienks et al. 2008, pg.25). To help these students succeed in high school, teachers must give the students more independence and responsibility in their own learning outside of the class. Instead of spoon feeding students information, students in higher level grades (such as grades 11 and 12), should be taught through more self-guided learning to build good foundations for how classes are taught in university, as well as reviewing strategies for studying. By giving students readings before class, they will already have an idea of what will be taught and discover what they need more clarification on.
It gave me the opportunity to grow and to acknowledge who I am as a person. By taking hard-core courses, being involved in leadership, and committed to service, I believe there are things in life that we all take for granted. As an honors' student, I tried my best to do well in my academics by studying hard for my classes. I realized that I don’t have that capability to do so. I typically would study at least a week in advance and tried to review the night before an exam.
As a result, I finished English 10 with A, and the status between my classmates and I totally changed. Instead of I get help from my classmates, they got help from me and many times in during English 11, my teacher frequently used my essays as an example for other 30 students. With successfully finishing my regular English in 10th and 11th grade, I decided to challenge myself more, without expecting the greatest challenge to come. To prepare for college and to develop my
I demonstrates self-awareness of values biases that may impact professional relationships just by observing the students. At the beginning of the year i wrote in my journal that some of these students take this class for granted and i still feel that way but I’m less frustrated by it now after some debriefing with my peers. I have idenfityed areas for advocacy for a student by working with the student. As identified in journals about the student earning K credits and being placed in an academic level science class. By working with this student i have been
When I arrived at the workshop, I felt ashamed, embarrassed, and exhausted. I had just finished taking a midterm for my Computer Science class. I had been in McHenry library the past couple of days studying until closing because I wanted to do well in that class. However, after attending the academic conduct decision-making workshop, I have gain awareness of how my decision impact myself and others, learn a framework that can be used to make complex decisions, and learned to analyze my own decisions to create strategies for self-monitoring. At one time during the workshop, the teacher asked us to briefly explain the decision-making that I engaged in that resulted in the academic action that brought me to the workshop today.
I’m only successful to cover one subtopic for today’s session. So, I’m not following my lesson plan that includes two subtopics need to be covered. Most of the students can understand what I taught them but it must be in slow pace learning. Moreover, I need to help them to recap back and memorize what they have learnt in math. For the next class, I need to talk loudly because students at the back can’t hear my voice clearly.
It means that appropriate teacher discourse can create the harmonious atmosphere and promotes a more friendly relationship between teachers and students, and consequently creates more opportunities for interactions between teachers and students (LIU Yanfen & ZHAO Yuqin, 2010). To get more knowledge how teacher discourse motivate student’s learning process in the classroom, I and one classmate-Viet asked for one friend’s help to record an English class for adults in a language center because we have not taught yet. The class lasted ninety minutes. However, I only transcribed from 51:00 to 98:00. In this lesson, the teacher provided knowledge to students to distinguish what is difference in pronouncing can and can’t and how to pronounce them in some different cases such as talking about permission or ability.
Many children today have an “I don’t care” attitude which results in low grades. They have not learned to take responsibility for themselves and their actions. By using a classroom management system I hope to teach self respect and self reliance so that they will become contributing adults, beginning with raising their grades and being responsible for themselves and their actions. Literature Review Introduction The purpose of this study it to explore the effects of classroom management on students’ and their grades. Gathering information relevant to understanding the beliefs teachers have and the complexities of their teaching, particular classroom management, and how classroom management will affect the students is the foundation of this