Hernandez, I don’t understand what the prompt is asking me to do”, “What does this word mean”, “Do i have to do this”. These were some of the responses students addressed to me while taking their diagnostic assessment which consisted of reading a short excerpt and writing an argumentative response. I motivated my students apply effort and made them aware that it was crucial that I evaluated their current skills and use the assessment to guide my teaching. Respectfully, students proceeded to work, and used the entire class period to read and partially complete the response. Walking up and down the aisles, I watched students struggle with grade level material which also meant I certainly had a lot to teach that year.
The Independent workgroup gets more advanced word problems. The last group is to increase fluency. It consists of the students solving real-world problems and be able to answer the question correctly and to be able to explain their answer. When it comes to my English language learners, I have in front of the class today schedule, so they know what we are doing today. I included the pages number as well as what problems we are currently working on today.
She occasionally looked over at a peer’s paper during the activity. When Mrs. Hippchen asked the students to raise their hands if they obtained the correct answer to a question, Alina raised her hand. At one point, Alina was called upon to solve a math problem. She incorrectly answered the question, however, with her teacher’s feedback, she was able to correct her answer. Mrs. Hippchen then instructed the class to clear their desks to start a new math activity.
My favorite class period was the last day of class. Going into class I was super stressed, I was nervous for my math test, worried about my future, and overall very flustered and anxious. During class, other people talked about feeling the same way and this made me feel so much better. I think I was all caught up with worrying about myself that I forgot that a lot of people are going through the same thing. We also talked about tactics to avoid stress and how to identify things that are causing stress.
The first is attract the students’ attention and interest on contents. Secondly, allow the students to ask question and critiques. Thirdly, summarize the every topic after the lecture on specific issue or topic. Respondent “Guava” I always have the set of notes when I plan to teach through lecture method. I normally spend a lot of time writing those notes.
Reading this article about facilitated communication reminded me of the time I tutored kids. Whenever I would check homework and my students made a mistake, I found myself hunting the answer to them. For example, if they answered a question wrong for reading, I would go over the whole excerpt with them. For most of the article, I would look at the reading but when the sentence containing for the answer came up I would just look at them to see if they were paying attention. Then, they would get the hint that that was probably the answer.
The assignment required a video recording of twenty minutes from a lesson focusing on structure, pacing, classroom environment, and instructional strategies that promotes development and engagement of all ELL students. The positive feedback included the following: Print rich environment-this is necessary for ELL students because they can see the words from posters and from the grammar wall. The grammar wall allows students to see the different parts of speech and as we do lessons the words are placed on the wall so students can refer to it when writing sentences or looking for the precise word that will convey the meaning of their oral message. Good visual picture walk-during the small group reading, the book on the water cycle showed
Watts does was when she asked all the students after they turned in the worksheet was to write in three sentences if they understood the work or not, and if they did not understand, she asked them to explain what they did not learn. The formative assessment she does at the beginning and end of the semester was a pre-test of the grade level of Math the student was beginning, and at the end of the year, she gave them a post test to see where they learned the most or fell short in learning. She said that has been her best summative assessment because that way, she was able to tell the next teacher awaiting the children an overall review of what they learned and did not learn. She said that was how all the teachers stayed in sync with one
SNAs sometime translate for the teachers. "For example, if a student wouldn’t understand an English written question, I would translate the question into ISL and guide them how to answer the question. I also help them with their homework if they couldn’t finish it in time or if they have additional needs where they couldn’t write their homework, I would be their writer. I always communicate with the teacher with feedback about Deaf students. " "One is mildly Deaf but with additional needs and she is assigned to an SNA.
They may ask questions and use their notes to make the corrections. Classwork is a learning tool, so we often redo work until it is right. In this unit, students planned, discussed, and then created their final project. Grades were taken on three activities and one summative assessment. They were given three different ways to demonstrate their learning before they were to complete their project.
We took into consider what our classmates said about our drafts and set to work developing our 3 page essay. Once we were confident with that work, we submitted it to our professor and awaited feedback. In regards to both peer editors and my professor, I did not
The students will write out sentences on construction paper. Then they will stand close together or far apart to understand how you are supposed to read a sentence. 2. The teacher will put students into groups and each group will have a box of dominoes with words on them. The groups will have to make as many sentences as they can that make sense.
The last bit of motivation that was in me came to an end when I received my grade for an in-class essay that we had done on an independent reading book. Again, Mrs. Guertin would call my name and I would walk up to her. She handed me the essay and I quickly grabbed it and walked back to my seat. I sat down and searched for the grade on the essay. I could not find a score anywhere!
Lanza during this class period was the modeling method. That is, since the classes were preparing for the PARCC exam, Mrs. Lanza had her students complete PCRs and then graded them as a group according to PARCC standards. This allowed students to see just how grades are determined for PCRs and why they are given the grades they receive, and encouraged students to think like a PARCC test grader. As a result of this teaching by modeling, students were able to see both good and bad responses and why they are considered as such. This allowed students to walk out of class having a better idea of how they will be graded on the PARCC and how they can work to specifically improve their writing