1. Which lesson or lessons are shown in the clips? Identify the lesson(s) by lesson plan number. Describe any changes in the lesson plans for the lessons shown in the clips and the reasons for those changes. The lesson that is shown in the video clip is lesson plan number one. The first lesson is where the students will have the opportunity to focus on the theme and what to expect in the up coming days. There were some changes done in the video related to the lesson. The first one is not no students were in the video. The teacher will provide a demonstration on what she will do with the students. Due to not been any students in the video, the teacher will act like she was in front of the classroom and start teaching the lesson. There will be questions that the students will be asked and the opportunity to answer them. The teacher will ask question and wait …show more content…
All students have the possibility to learn and with the proper experience, they will focus. There are many different ways used to build respect and a positive rapport with students. One that has always work is helping the students feel comfortable with the environment. When the environment is positive and comfortable to the students, the student tends to worry less and be natural. Building a positive rapport is not easy and it takes time and dedication. Most important it requires thinking outside the box. Different steps to build a positive rapport are learning each student’s name. In my case, it hasn’t always been an easy task to achieve, but with time, it’s a success. Taking the time to find how the each student learns best is important. Always using different typed of teaching techniques can go a long way and make the students feel important. Taking a step further for to provide a lesson that will be successful requires time, coming to work early or staying late, providing arrangements to the environment that will help students feel
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Benjamin Crowley Champlain College CMIT-135-45 Week 4: Assignment 4 #18 When keeping in mind that MIPS stands for Million Instruction Per Second, 500 MIPS comes out to 500 million instructions per second. Since the question states that 56,000 bits over a second the transfer time would be 1/56000. 500,000,000*1/56,000= 8928 instructions per bit
VUT2-Task 2 v3 Eric Peterson | Western Governors University Foreword Due to a plain text file being found on a workstation in the root of the C: drive saying “hacked by KDC”, a small police department’s IT department has been asked to identify three potential penetration testing tools, and contrast them for possible purchase and implementation. The following information is intended to persuade the Police Chief to sign off and implement one of the three tools. The key capabilities and benefits of each are listed, along with some disadvantages or limitations, and penetration tool usage. A1.
Jose, Please verify with Ms. Ana amount of returning children that are not having VPK certificate. We going to have 6 VPK classrooms during fall. Ms Sepulveda is willing to help us to contact families and to help them with the process. Please provide Report 2110 Master list of participants (Filter List 2015-16 Accepted).
Good Evening Ms. Seed, I am working on the 2.03 assignment. I am having some difficulties and was wondering if you would be able to help me. I choose the Federalist side and only have my introduction completed. I am having some difficulties explaining the two sides. If yuo could please help me so that I could move on with the rest of the needed compleed assignements.
Assignment 3 5.24 The CEO of the internet gaming organization Dmirty Sklyarov or David Carruthers who are totally wagered on games was captured for doing this wager movement when there is a stop between the 2 flights, he was captured and did not give him the complete points of interest of his capture. On the other side the US law authorization has captured the pioneer of the South American street pharmacist for pirating the drugs inside the United States. The Uniform wrongdoing reporting system has isolated the sort of law violations into distinctive parts part I and part II. The both these captures have a typical comparability where both of them go under the Part II captures and both are ruining the strength of the general population and once gets dependent in any of these fields it hard to turn out.
As we were look at the two short stories, “Students” and “Crow Lake”, it makes realize that each teacher has such a different overview on teaching. We know that students learn with their own methods and how the teachers approach affect their education. Although both teachers are professors and have the same goal, what makes their attitude and observation different? In each story, the way that the students learn is a major point the author was trying to get across.
Strategy #1: Modeling / PORPE tool (e.g., Predict, Organize, Review, Practice, and Evaluate) will be used to provide students support when explaining in greater detail the concept development process, using examples of text such as books and articles that are relevant to the assignment (Allan & Miller, 2005). Strategy #2: Reciprocal Questioning: Reciprocal questioning will be used to check for understanding throughout the lesson. This will support the student's learning by allowing them to formulate their own list of questions to deepen their learning. Additionally, Reciprocal questioning improves student’s questioning and reasoning skills (Manzo, 1968).
On Wednesday 10-14-15 at approximately 1700 hours I Officer Hildebrand and Sgt. Hard were advised by dispatch that Debra Vanblaricom was at the station asking to talk to an officer. Debra wished to report an assault on her granddaughter. We met with Debra in the Police Department to speak with her. Debra stated that she feared for her granddaughter 's safety.
Developing positive relationships by using effective communication is an important part of working with children and young people as well as working alongside adults. Positive relationships can benefit everyone in the classroom situation, it can encourage children to feel secure and able to participate, and to enable everybody to understand what is expected of them in the situation. Using positive communication is also a good way of being a positive role model to children and young people. If everybody feels happy and comfortable in a situation it helps to boost their ability and want to interact with each other.
I do understand that I am to submit lesson plans according to how Post wants them. I just do not feel that it would be beneficial to the students if I changed what they are supposed to be working on and will stick to the teacher’s regular teachings (if that makes any sense). 1.
Step 1 • Students will watch the video Understanding Fractions through Real- World Tasks. Step 2 • By the end of the lesson, students should be able to identify like fractions and simplify fractions • They should be able to understand that every time we cut a pizza pie we are cutting them into fractions so everyone eat their fair share • Ask students if they can think of a situation where they had to deal with fractions Step 3 • The students will brake into groups and use critical thinking to solve the following problem: Jake ate 2/3 of a watermelon and Suzie had an additional watermelon the same size as Jake, but cut hers into 6 equal pieces.
These sequential lessons are based on the writing process of writing a Greek Myth narrative. The first lesson focus on how to draw and write adjective words to describe outside and inside traits for their character. The following lesson would be how to write a problem for their own Greek Myth. The last lesson is a continuation of writing their problem with details. In all three lessons, teacher will always first check student’s prior knowledge by asking questions such as What are outside traits?
Each lesson was different and had different instructions, but the material was the same. On the first day that I observed the students had to complete a short worksheet. Half of the piece of paper was a short story called, “Sam the Snowmen”, and the other half was questions the child had to complete about the story. The teacher made them read the story three times, and to keep track of that number, the students filled in a star after each time they read it.