I observed the teachers demonstrate to the students what they should do by going first. As the relay took place the teachers were encouraging the students by saying “you can do it.” Once the relay race was over the students went back inside and worked on independent work. On one side of the classroom, the kindergarteners were drawing pictures while the first graders were working on a math worksheet. Counting blocks were available to the students to use for this assignment. I observed the teacher walking around the room and working one-on-one with students.
Teachers are giving students easy work to make them feel proud of their grade. Easy work isn’t going to change the student 's mindset. This will just make it harder for the student to learn new things, difficult things, as in this case they would want to give up and not try. Dweck also states, “Kids need to be given hard problems, instead of being rewarded for easy problems” (22). Difficult work is what needs to be given to students to help them learn and the process of making mistakes.
The teacher makes the students quickly recite the words given and spell one word. Then, a child is shown site reading. While the child is reading, the teacher/instructor is keeping track of if and how many errors were made. She also kept track of how long it took the child to read the given paragraph. The next thing in the video, they interview a young student and ask him why he enjoys the directional education methods that they use in the classroom.
Observing a classroom helped me get an understanding as to why teachers have different teaching theories and management. Observing allows you to listen to what a teacher has to say to every question that is being asked and allows you to see what types of questions the teacher is asking. Observing allows you to see what is being acknowledged and what is not and what is being enhanced. It allows you to see how students are learning and absorbing what the teacher is saying and how it allows them to place it in their everyday life. Mrs. Kreglow observes her students thorough out the whole day and keeps notes using the ClassDojo app and sticky notes.
Regardless of the different categorization of teachers’ task, it is argued that the ways these tasks are carried out are not always straightforward and very often vary from teacher to teacher. More importantly, these frequent teachers’ tasks involve discursive processes of teachers managing face as well as negotiating their professional identities. The following examples are selected to illustrate how facework in the classrooms can easily become a vulnerable matter and can be done with quite different approaches. The first extract takes place after a student’s presentation on the topic ‘your daily routine’. What is particular interesting about this extract is the way teacher constructing her feedback and how the feedback is conveyed to the student after the presentation.
They were so innocent but yet businesslike. Now to a regular person they probably wouldn 't take too much thought into the line, but to a teacher this is how things normally look to a teacher. "The teachers wait behind great desks as they do the students ' work" (Gluck Louise p.530). While I continued to read the poem, this line stood out to me brought the thought to my mind of how everywhere you go in a school you see a teacher children and other staff members sitting behind a desk. Which is a bit ironic, especially on my first day of teaching, where I was the one sitting behind a desk watching my students complete the work that I had assigned to them.
Reflective Account Throughout a learning programme it is the responsibility of a Learning Support Assistant to supervise and monitor students in the learning environment and outside of the learning environment if this is necessary. This can be done in many different ways depending on the students’ needs and disabilities. Some students need the support from an Learning Support Assistant by having the task or assignment that they are working on read to them, sometimes more than once so that they actually understand what they need to do, others need to have their notes taken down for them because they struggle to take all of the notes themselves, they should always be encouraged to take their own notes even if they do not get them all. You may
As I walked into classroom 205 my English teacher greeted me and assigned me my desk. Mrs. Manuel was as loud as a freight train, but after she talked to our class I knew I was going to enjoy my English class this year. After brainstorming about my first day up to that point, the bell rang and I reported to Mrs. Kopieczek for Spanish. We reviewed some basic Spanish, but I knew this would be an easy class for me since I have already taken 2 years of Spanish. After 50 minutes of Spanish class I reported to Mr. Jennings for one of my favorite classes, world geography.
The assignments were very elaborate, which made the students really stop and think. They had to read through it and process it; this made them also use critical thinking skills. When approached with a question she would make the student go back and search for the answer, instead of just answering them. Another teaching strategy she uses was problem-based learning, by giving the students a
To actively engage students in the classroom, it is necessary to avoid gender discrimination. “The studies mentioned previously, which showed male students receiving more classroom attention from both male and female teachers, also found teachers who observed these behaviors on videotape and participated in structured training changed their behaviors. Afterwards, the teachers called on male and female students in nearly equal proportions and gave more precise responses to all students’ comments, thus helping them further develop their thoughts (How Schools 69, Sadker, “Sexism in the Classroom” 515, Sandler 14)”. Differentiated instruction refers to lesson planning and curriculum design that focuses on students where they are, rather than the standardized one-size-fits-all approach (http://www.theedadvocate.org). This approach involves giving students choices for their projects, essays, and other assessments.