They do not know how to use or even differentiate between proverb, idiom or slang. People with Asperger Syndrome only understand what people saying in one meaning based on his understanding, they can not understand the implicit meaning. In elementary school, students are usually asked to spell name of month or count number. When the teacher asks the student with Asperger syndrome with ordinary command, it will not like what the teacher expects. For example, “Can you mention name of months completely?” the answer will be “Yes, I can”.
Class Observations Report Introduction This paper aims at summarizing and reporting what was observed during two classes of English as Foreign Language. I observed two classes of a mid-beginner level course at UFC. These classes took place on March 19 and March 21. The teacher has a Master degree in Linguistics and is currently a PhD student in the same field. She has been teaching at UFC for more than 20 years and has experience in teaching different courses at the under graduation program.
While the teacher did emphasize that she must factor in children with exceptionalities throughout her lessons, this class did not appear to have any exceptional students (at least none that gave away any visual cues). Lesson: The lesson for this class was on measurement and fractions. Me. Stephenson wanted students to develop the skills of measuring to the nearest ½ and ¼ inch. The problem with this lesson was (as Me.
I remember trying to ask questions about concepts I did not understand, but she would always say, “What don’t you understand?” This was a frustrating question because I was completely lost and didn’t understand anything about what we were working on. I changed schools for seventh grade and my math teacher tested me on the first day of school. My mom received a phone call from my very concerned math teacher. I had tested at a third grade math level entering the seventh grade. Looking back to those times, I felt very bad about my abilities in school.
Even though I am not a doctor, my younger cousin is autistic and shows the same signs as this student. The teacher informed me that he was not doing well in class because he did not understand anything she was teaching. I asked the teacher why he was not in a special needs classroom and she explained to me how the student’s parents would not acknowledge the situation at home or in the classroom. The climate of this specific classroom is not suited for a child with special needs, if the child were in a special needs classroom, his learning would not be stifled but encouraged. An additional example as to what school climate is, is stated in “School Climate: Measuring, Improving and Sustaining Healthy learning environments,” by H. Jerome Freiberg, “School climate
There are currently fifty-five fifth grade students (twenty-seven girls and twenty-eight boys) at SES split between two classroom teachers. The students range in age from ten to eleven years old. All students have an affiliation with the US military and have experienced multiple moves including transitions to new schools. Instructional Sequence This introductory mathematics unit on the metric system is comprised of seven lessons that should take approximately eleven hours of instruction and practice to complete. Each lesson includes pre-instructional strategies, content presentation, learner participation, an assessment, and follow through activities.
The course work is designed to help all students learn at their level. I was scared to answer questions especially for a course at this level. I was scared I would have the wrong answer, but it will get better. I felt many things when starting this class, I was nervous about meeting my classmates. I knew that this would be a class that I would want to find people to study with, but was unsure of how to talk to others.
I spend the next four years making my way up through preschool. In Mexico preschool works differently, so instead of only doing one or two years of school, I end up doing four. Just as I am about to enter my final year of preschool; the year before I move on the “big kids school”, my mom and I move away from our hometown of Chapala, to a new country. The previous summer, my mom had reunited with her high school
She manages the class effectively. She has a strategy that lets everybody concentrate with her. She raises her hand and stops talking, as a result no one talks or even moves. Being with such a teacher is very helpful to me. I could learn so many strategies and techniques from her.
Initially when I registered for Interpersonal Communications it was solely to fulfill my USEM requirements and I reckoned the class as nothing more than an obstacle. My sour attitude did not last though, my first class on my first day of college happened to be my communications class and I felt extremely welcomed and intrigued. These feelings were reinforced when the second day of class brought an interactive outside activity. I happily participated in and the activity it created an enthusiastic impression within me for the classes to follow. In general—even prior to my communications class—I consider myself a skilled communicator and a friend that is beyond willing to listen and resolve struggles; however, I did not recognize how much psychology was behind the way we communicate.