Furthermore, in the same room as the teacher was an experimenter who sat just behind to notice the situation and take notes. Whenever the participants stopped or wanted to quit, the experimenter would say phrases such as “please continue”, “the experiment requires you to continue”, “it is absolutely essential that
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.
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”
Costa and Kallick confirmed that “students may recall the habits by thinking of the posters” (Costa & kellick, 2009, p.20). Once I read what each habit of mind meant, I proceeded to ask the students what they thought the two habits meant. Additionally, students were asked what are some things they have seen within our classroom that shows students not managing impulsivity or listening to others with understanding and empathy. When it came to teaching the students about managing their impulsivity, I read the
Milgram reported from various studies conducted at Yale University. Pairs of participants were given the responsibilities of teacher and learner for the simple learning test. According to Milgram, the teacher was to administer electric shocks to the student every time a wrong answer was provided while increasing the intensity each time despite the learner having a heart condition. Interestingly, the apparatus were arranged in a way that the learner could get shocks. However, the teacher was not aware of that.
My group’s presentation was built upon the central idea to which we were exposed throughout the seminar: the understanding and treasuring of students as individual human beings. In practice, this means that our lesson plan was an attempt to carry out a teaching unit which would conform to the concept of differentiation as a means of inclusion in a heterogeneous setting. Rather than teaching language content, our lessons’ focus was on teaching learning strategies, which might (and should) be put to use when students are learning a foreign language, especially if these are children with learning disabilities. In our planning, we considered teaching a class with 24 students, 4 of them diagnosed with dyslexia. The six lesson unit aimed to introduce students to the following learning tools: flashcards, mind maps, portfolios and mnemonics.
The aim was to ascertain how the explicit teaching of the speech acts of opening and closing conversations facilitated by teacher affected students’ performance. The program was consisted of four activities translating a conversation from their first language to English,closing a conversation in L2 and questioning on topic's speech acts,role playing and expanding a dialogue. Subjects of the study were divided into a treatment and a control group (66 and 26 students, respectively), and their performance was measured by a pre- and a post-test requiring the students to perform a dialog with their peers to score the presence and appropriateness of opening and closing and elaborating them according to situations in their tasks . The result showed
The principle that I am using to teach science is ‘children’s understanding of science concepts develops in sequential manner’. In the sequential manner of teaching, pupils will learn and take in information in a step by step way. In this principle teachers have to teach in a gradual manner so that pupils can grasp and understand the concept that is being taught. When teaching a topic we (teachers) should start from the very first step or point in the topic being taught. Then as learners grasp concept we move to the next step, then the next step until the entire concept of the topic being taught by the teacher is grasped and understood by the learners.
Mrs. Phipps, took over the rest of the lesson, and I assisted Student J. when he wanted me to check his answers. I was provided an answer sheet to make sure my quick math and the correct math solution were both accurate. Student D. got frustrated and put his head down on the table, and Mr. Martinez, teacher aide, tried to help the student by providing positive feedback and motivational statements.