As a future educator, she wants to be able to learn everything she can to be equipped with how to help her future students. This will help her, as well as her students to succeed in the classroom. As a Liberal Studies major with an emphasis in History the author has learned how to teach both in a curriculum that integrates both subjects and how creating a lesson plan can help students understand what multiculturalism is. One thing that she feels was not taught during her time at CSUMB, is how to take on difficult situations in the classroom with different
Inclusion Dale Sandfrey Brandman University: EDUU 511 February 12, 2018 Inclusion Every teacher looks for an edge when trying to educate their student. Inclusion gives that teacher an edge. When dealing with students with different abilities, it opens doors that can create excitement inside a classroom. Although inclusion is guaranteed by law, the use of its benefits outweigh the concerns of an uninformed majority. Inclusion is a term use to integrate general education students with students who have learning disabilities.
This article “Terrific Teaching Tips” by Laurel Borgia and Carol Owles, with contributions by Julie Frisch, Louise Stearns, and Lindsay Craig, are all inspired teachers looking to improve effective strategies to produce better instruction methods. Educators are constantly researching to discovery how to create a better setting which benefit the students in acquiring learning skill. By motivating a childs mind with the use of manipulatives in order to better grasp understanding. What do good readers do? They discuss what they have read, what better way to use manipulatives to engage in class discussion.
History is bound to repeat itself if this isn’t taught throughout the student's education. Students have the right to learn about the people who have come before them and how problems were solved and dealt with in the real world. Eighth grade students are mature enough to learn about the Holocaust, and it will be very beneficial in their future. The Holocaust should be taught in schools to eighth graders because soon it will help them get ready for future courses in high school, help students strengthen their acceptance of diversity, and will be appropriate for eighth grade students. Many topics
There are many reasons why we should teach children about the Holocaust in school in 8th grade. One of the reasons is the valuable skills they will learn. Students will learn to put themselves in other people's shoes and understand the decisions they make along with learning not to use prejudice or racism. A quote from an article at AnneFrank.org talks about the information and skills students can learn from a lesson about Anne Frank or the Holocaust. Students learn “Where anti semitism can lead to”, where “discrimination can lead to”, and discussing the “choices and dilemmas people faced during the war and also that history is not so clear cut.”
Improving all the teachers and administrators, making sure that not only do they teach students, but also help influence their mind set. It would be a priority to add on to teaching methods with lots of positive and motivational speeches towards the students; focusing on what the kids want to be or do in life. There are some school and few teachers out there that focuses on this policy, but not all schools make it their priority. We could then continue as parents. Parents play a big part as well in children 's lives.
This is a key part in schools today because it’s enforcing a higher bar of achievement for teachers and students (Catapano, 2018). Implementing standards into a school system that are internationally benchmarked means all states and countries have a way of measuring their academic performance. They can use this also as a tool to compile scores and understand the weaknesses to improve students’ knowledge. This provides teachers with various ways to assess their students more frequently through observations and informal assessments to understand the student’s comprehension level of the lesson material. It will help the teachers to strive to improve her test scores by adapting lesson materials to the needs of each
With the worry of being judged for different viewpoints lessened, minority students feel more at ease when stating their viewpoints in class discussions. The U-M states that their interest is not to simply admit a percentage of minority students into its student body, but is to instead receive the educational benefits that diversity produces (O’Connor). The District Court emphasizes that the U-M’s admission policy “promotes ‘cross-racial understanding,’ helps to break down racial stereotypes, and ‘enables [students] to better understand persons of different races’” (O’Connor). With its policy, the U-M hopes to abolish racial stereotypes by giving their students more exposure to different races, which makes said races less foreign to them and gives races a better understanding of each other. With the implementation of affirmative action different ethnicities have a chance of understanding each other better and allows minority students to be more lively and excited in classroom discussions knowing that their peers have an understanding of their viewpoint.
Harpo Allen Middle School Scenario Reflection 1. Describe some approaches that could be used to establish a culture of high expectations for students and staff performances at Harpo Allen Middle School. • First, as a new principal, you will need to acquire an understanding of and appreciation for the culture of the school, then, use your leadership style (such as being a team leader) in order to gain the trust and respect of the staff and students. • Conduct a school climate survey of faculty, parents, and students to gauge how much of the learning process I taking place and what measures need to be incorporated insure that high quality teaching/learning is taking place for the entire school. • Create PLCs to promote high expectations among
In order for teachers to avoid misplacement of student’s in education, they must be knowledgeable and mindful of student needs, in this case teacher’s comprehension of the role Ebonics has on African Americans. For meaningful learning to take place, teachers must understand the different form of education some African Americans will require, because of the change Ebonics has on the pronunciation and grammatical features of a word. In order to stray from the injustice African Americans are receiving in education, a full comprehension of their first language must be present; furthermore this will allow teachers to understand that a cause of error may be linked to their language. The term Ebonics itself can be broken into “ebony” and “phonics”, and as Dr. Robert Williams puts it “the science of black speech sounds or language” (Ebony + Phonics, Williams). Ebonics includes many features revolving around grammar rules and pronunciations; such as, omission of the final consonant in words, pronunciation of vowels, dropping of the letters b, d, or g when placed before an auxiliary verb, elimination of the present tense is and are, but never am in the production of sentences, and use of double negatives (What is Ebonics, Rickford).
This article presents a qualitative study done to find out how teachers are integrating the arts in their classrooms. Data was gathered through personal experiences, teacher interviews, classroom observations, focus groups and written tests. The arts are extremely important to the development of the child as they encompass many disciplines and promote higher levels of thinking. However, arts can easily be devalued simply by the way that teachers/administrators present them to the students either in the form or decoration or a meaningfully constructed piece of art. The author attempted to answer a single research question: How do teachers understand, implement and experience Arts Integration?
Hello Dr. Sweetman, Amy and Fadia, welcome to my poster presentation. Dr. Clark (2010) once said, “The power of one practitioner’s expertise is converted into fuel for effective consumer advocacy in the future”. I am going to demonstrate this power, which is essential to fulfill American Occupational Therapy Association’s (AOTA) Centennial Vision. My project is a program proposal. The purpose of this project is to provide training for elementary school teachers on the topic of teaching kindergarten to 2rd grade students with handwriting difficulties or any student at risk of difficulty with handwriting.
Teachers and other professionals require more training to work effectively with interpreters and pick up on body language and social, nonverbal cues. Teachers also need more training to work with bilingual students and their families. Wolfe and Duran (2013) also suggested that professionals provide knowledge to parents about IDEA and current laws concerning special education, informing them of their rights and the responsibilities of the school. Parents should be provided special training about the IEP process to become familiar with the steps and their role in the meeting. Access to other parents with students involved in special education could provide parents with a network of support.
As a second grade classroom teacher, I believe it is important for other educators to be aware of culturally responsive teaching which is closely related to multiculturalism. Culturally responsive teaching is pedagogy aware of the importance of considering the students’ culture in their learning. America’s educational system was built on a foundation of inequalities. There were many social and racial injustices in our history of education. These same inequalities are still around in the present day.
2. What supports do you need from me to be a more effective educator in your classroom? We need support with regards to the policy and procedures that are implemented at our site with regards to Special Education law, the Child & Welfare Institution Codes, Penal Codes, and Education Code. We need to be sure that other site are accountable to the ethical practices that we are trying to encourage in our student’s. We need you to be our motivator and inspiration in recognizing the positive things our staff is doing more often.