During my four years in college, I learned all of the best teaching strategies, how to write effective lesson plans, and learned about behavior management strategies. It was not something I questioned; you just simply follow the lead of the instructors and the clinical instructors I was placed to work with. When I finally got to that amazing, yet frightening first day, I dreamt of those twenty-five smiling second grade students sitting completely still and eager to learn. Then the students actually came into my classroom. Much to my surprise, there were students that exhibited disruptive behavior.
During the interview she gave me good advices such as: do not be afraid on the first day of the class and during the whole semester; let children see you as a confident professional and caring person; evaluate and reflect on how you teach and how your outcomes look like; always grow. Then we talked about how to promote the intellectual, social, emotional, physical growth and well-being of children. She said that in her situation she is aware of where her students are. She tries to create a comfortable, safe environment for them. She always know which student needs extra help with which subject.
I always do my homework, and have everything submitted on time. I am always very respectful of my classmates and teachers, and have very good social skills. However, I also have weaknesses to go along with my strengths. There are many areas I need to improve in, and I am willing to put the effort into making these things strengths. I need to work on studying for tests and quizzes, for short periods of time each day, leading up to them.
He allows his trainees and interns to practice the style they want to explore. It is refreshing to know that I have the flexibility. I have already been asked to start a support group as well, which I am grateful that I have had this class that I can believe to implement what I have learned. Goals and Student Learning Outcomes My goals that I established at the time was to stay in contact with my academic advisor, continue at the time to reach out to field
I received positive comments from my teacher and they showed me that my hard work had come to fruition. Explain how you responded to a problem and/or an unfamiliar situation. What did you do, what was the outcome, and what did you learn from the experience? (maximum 200
The students were highly engaged. I could say that the concepts to be learn were explicitly linked to ELLs’ background experience and past learning. I listened to the teacher’s speech and voice projection, it was appropriate (not too slow, not too fast), and she emphasized the importance of being respectful/active listeners. She ensured that each students had sufficient time to respond to her questions, and clarify if a student seemed confused (regarding the objectives). As the students did the group work, Mrs. Carbone foster noticing.
These presentations have and will help me out during school because many courses require you to present in front of your class. The more you do something, the more you get better at it. The second skill that Gls has helped me with is my interview skills. If you guys recall we had an interview assignment not too long ago which I found really
In the in-class exercises, I always join the discussion actively, sometimes I will be the counselor, sometimes I will be the group member. I believed that what I did in the exercise and other group member’s involvement can make all member engaged in the exercise. So, I think it is a thing that I appreciate myself. The second thing
L. Hodge “A Dyslexic Child in the Classroom” published in 2002. According to Hodge (2002) all the children want to know what is going to be taught in the lesson, so teachers are advised to end the lesson with the resume of what has been taught. In this way information is more likely to go from short time memory to long time memory. Teacher is also advised to break tasks down into small easily remembered pieces. It is advised to seat the child fairly near the class so that teacher is available for help, or the dyslexic pupil can be supported by a well-motivated and sympathetic classmate.
The English 121 class itself has been both challenging and rewarding. With the help of my instructor and those at the Writing Lab, I was given specific instruction on what needed correcting on my paper. Since a few different people viewed and pointed out issues they saw with my paper, I felt nothing was overlooked. Each time I visited the lab, I was made aware of any new or still existing issues that I needed to correct with my paper. There were many areas that I needed to address, such as MLA format, citation, grammatical and spelling errors, word choice, and style.
I show personal responsibility by doing all of my classwork, homework, and studying for tests and quizzes. I show respect to all of my teachers, and always am kind to my classmates. I have integrity by always being honest and doing my own work. Discipline when i would rather be enjoying a nice day outside, or hanging out with my friends by working on school work that comes first. Engagement by taking good notes in class and always paying
Mrs. Lanza would then reveal the grade she gave the response, hoping that each group fell within one point value and had relatively the same constructive criticism to give. Following this, students worked on independent writing assignments on MyAccess. Accommodations/Modifications: While working on evaluating student responses to the PRCs, Mrs. Lanza utilized the document camera to project the selected responses onto the whiteboard. In addition to visually seeing the responses, Mrs. Lanza also read the responses orally to ensure that students who had trouble seeing the responses could hear them instead.
It begins as teacher-led, where the educator guides the student through the strategy, and then moves onto peer-led, where they work together in groups to use the strategy (Fisher & Frey, 2015. p. 527). Finally, it ends in independent work, where the students are comfortable enough with the strategy to use it on their own (Fisher & Frey, 2015. p. 527). The GRRM has proven to work wonders for me, as it allows the teacher to use informal assessment to see which step the class should be at and adjust the instruction to that
I witnessed firsthand a variety of modifications that I can use to help my students with exceptionalities in my own classroom one day. The teachers really showed love in everything that they did and it gave the students a desire to do their