Math is useful in my career, because I will be responsible for teaching young children the fundamentals of Math which they will need to understand. The children will rely on the teacher to transmit the information which is necessary in their formative years. In addition, being able to understand and solve mathematical problems is not only necessary and important for me but also the young minds that I will help to develop. Math is also very necessary for day to day functions. Many people would say that they do not see how Math is necessary to certain aspects of life; although it is being used every day.
This is a sad reality for many high school math students they are obsessed with the right answer. I find that the beauty of math is in the process, and if students learn to care more for that instead I think they will understand more math. While being stressed is definitely my biggest weakness in math my biggest strength would be conceptualizing problems in new ways. Often when I was in college of high school when math becomes more complex and there are more than one way to solve the problem I would enjoy exploring that. I would try and look for the most effective way to solve problems it helped me to avoid the trap of getting the right answer being the goal.
Academic classes do help prepare students for college, but if students only focus on the academics and do not take the time to learn how to prepare a meal, balance finances, or learn how to change a tire they will struggle on their own. Schools have relied on the parents to teach their children about basic life skills, but most parents these days focus on their own work or only push their students to excel in the classroom. Learning how to take care of oneself is far more important than being at the top of the class or excelling in the classroom. Students without independence and confidence about living on their own will have a harder time succeeding in
TAT2 Task 1: Integration Design This unit is a seven day introductory mathematics unit on the International System of Units (SI), also known as the metric system. This unit of instruction is geared for fifth grade students. Please see the various sections below for more details on my unit. Instructional Goal Fifth grade students will be able to utilize appropriate tools and labeling units when measuring for metric length, mass, and volume. Instructional Objectives The following is a list of instructional objectives used in this unit plan: Given an object to be measured, students will choose the appropriate SI unit and prefix 90% of the time.
Because high school students choose most of their classes, the teens reporting hours of homework often are high achievers enrolled in Advanced Placement classes” (Downey). Students in high school choose classes based on the way they learn. If every school had the ability for students to choose classes that they feel comfortable in than homework would not be a struggle. On the positive side, homework helps kids get an understanding of being responsible. Also, if
Teacher expectations can have profound effects upon children and their academic achievement, and there is a wealth of literature and research available to substantiate this belief. Teacher expectations research began back in the 1960s with the influential work of Rosenthal and Jacobson in 1968 (2003). They instructed some teachers, after carrying out a test with their classes (which they never actually carried out), that some of their students would be academic ‘bloomers’, make substantial progress over the year of the experiment, and achieve to high standards; although in reality, these students were randomly selected. When Rosenthal and Jacobson returned, it was
They will often make good grades but they will not engage deeply into the subject/lesson like a intrinsic learner. They typically will only learn what they need to know to pass an exam. I feel like the students that have Individual Education Plans (IEPs) fall under the Extrinsic motivators. When writing IEPs in the future I will use the idea from Ann in the book, Activating the Desire to Learn, she said she would ask students what are their college plans? Which is something we do on IEPs, for the Transition Component, I too always ask, for college plans.
By the time children begin their schooling, they have probably established ways of learning that run more along the lines of some intelligences than others. There are no readymade kinds of tools available that can provide a comprehensive survey of students’ multiple intelligences. However, tools for assessing students’ multiple intelligences readily available to all of us are as follows: 1.7.1 Observation One good way to identify students’ most highly developed intelligences is to observe how they behave in the class. Hence every teacher could consider keeping a notebook, diary or journal handy for recording observations of this
Annotated Bibliography C. de Oliveira, L., & Athanases, S. (2007). Graduates’ Reports of Advocating for English Language Learners. Journal of Teacher Education, 58, 3, 202-214. The authors conducted a qualitative study to evaluate the readiness of teachers to advocate for equity, along with the ability to teach English language learners (ELLs). The authors participated in a 5-year investigation of a teacher credential program with a strong reputation of preparing teachers to work with ELLs.
Article 7 – 2008 These authors stated that regardless of factors such as wealth, education and academic performance, parents believe that they are a key influence in the educational success of their children. The study was meant to address the attitudes of parents toward education and what problems they face when trying to guide the student’s academic future. In order to obtain this information there was specific empirical research that was conducted via the medium of surveys to over 1,000 parents. The surveys were given to a variety of different school from a variety of differing backgrounds. The results covered a wide array of issues, but some of the more important were: Most parents have high aspirations for their students, only a small percentage of parents low-achieving schools believe the school is challenging their student, and most parents realize they have to do a better job engaging in their students’ education.