Kate Shepard Reflection

Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being

Artifact: The artifact is to execute a mathematics learning plan for fourth graders that facilitates and encourages both individual and group motivation whilst encouraging social interaction while both levels of motivation are being fostered. As suggested by the assignment and principle, heavy use will be made of technology as it is proven that technology can be used to facilitate and speed the learning process as well as interactions among the group.

There are three main focuses to engage children in discussion small group, large group, and pairing. Mr. Reinhart wants the student to be responsible for their own understanding of math, as well as why the math is important to the student. Allowing students to process what they are learning is the most important part of understanding. “Increasing wait time to five seconds or longer can result in more and better response” (Reinhart, 2000). Another important concept that Mr. Reinhart mentioned in the article is “Be nonjudgmental about a response or comment” (Reinhart, 2000). Encouragement is the key in making students feel successful and allowing students to listen to their peers and respect differences in learning

Marilyn Burns attest to the fact that more learners are unsuccessful in math than any other core subject, Dylan William’s believes with application of principles effective lessons can be constructed to take shape where learners can progress to the top 5 in intercontinental standings in math. Robert Marzano, on the othehand, ascribe to vivid learning objectives with employing the chunking procedure to increase learning along with continuous check points for

Upon observing your class, we have learned a lot about the methods you utilize in order to help the students with mathematics and about how the students learn. Observing your class was both an honor and a learning opportunity for us, as you are an important, and well-respected faculty member in the school system. However, while we appreciate your goals and tactics to make learning mathematics easier for the students, we have discovered some flaws in the use of mnemonics, rules, and tricks for helping students understand the subject material.

Throughout our lives we often have to make changes to accompany to other people or our situations. Adam is no exception to this statement. He has chosen to take a path less traveled and must also face the struggles that come along with his risk. Earlier in the book Adam really struggles to find a job, but thanks to a pep talk from one of the other boarders at the shelter he decided to confront the employer. Shortly after he received the job he was assigned a permanent partner, Shaun Caldwell. He was very pleased with their performance and his progress. They were a true team despite their apparent differences. Things seemed to be looking up for the new life of Adam Shepard and his journey. The job at the Fast Moving Company became an oasis from

Through the readings and extra research, I thought of Karen Armstrong as a freethinker when it comes to religion. After she left the Roman Catholics and nuns, she claimed herself as a freelance Monotheism Christian believer (free of denomination). She took an interest in other religions because of what stories they have and to became a researcher of knowledge. Armstrong's book "A History of God" explained why she left the nuns because of her fascination of religious research of Christianity and other religions. Then her story expanded with research and evidence of religious reading of God came to be known to humans. I think her readings are very good at explaining the history of God and how it relates to the three western

My name Mckayla Guerra and today I am going to tell you about myself. I’m really shy until i get to know you and then I am more opened. I love to read I have read over 6 books this year. I hate when people call me a book nerd because I not. During my childhood i lived out in the country and I was an outdoor kind of person, I never liked to be in the house. Until I moved in 7th grade more into town and now i hate being outside because there’s nothing to do. Sports is what i do like softball and track. I also love little kids and enjoy working with them and helping them out.

“Helping students develop mathematical dispositions in which they share their ideas, discuss others’ ideas, and so on, is always a challenge,” (The National Council of Teachers Mathematics, 2003, P. 151). I found this quote and reading to be very relatable, in the sense that students can often struggle to come up with their own ideas. This was definitely true for me and my group when we were working on the locker problem in class. In the book and in class, discussions can really benefit students and keep them engaged. “To encourage all students to contribute to discussions, the teacher should ask other students to explain their classmates ideas,” (The National Council of Teachers Mathematics, 2003, P. 153) this statement made me think of dialogic teaching. Dialogic teaching is students having a rich discussion amongst each other while being guided by the teacher. The students find out the answer on their own and the teacher does not tell them. So social norms and classroom management plays a big role when students problem solve.

| As a group students will compare their results in their practice problems and create questions for discussion.

I had the pleasure of teaching Allison Worrell during her sixth grade year of middle school. Seeing her transition from the dependent, elementary stage to the more independent, middle school stage was a little comical at times, but in the end I was amazed with her accomplishments and future goals. Since middle school, Allison is one of my past students that I will see at almost all of our school functions. We will have some small conversation about life and both leave the conversation with smiles. I have also had the opportunity to see her working at Mexican Restaurant here in El Dorado. She would always come and greet our table, politely ask if we needed anything, and go on to take care of the next guest.

What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After

The first stragtey to discuss is her use of effective groupings arrangements. For instance, students are part of a whole group lesson, small group, cooperative activity, and partner work. First, Ms. Sullivan starts the lesson with the whole group seated on the carpet. This is when she introduces both the content and language objectives, discusses the target vocabulary, and explicitly reviews the lesson targets using visuals and modeling. Next, students work in partner groups using a “think, pair, share” strategy. To illustrate, students work together in partner work to discuss how they solve problems. At the end of the lesson, students also work collaboratively in a small group to complete a graphic organizer to reflect on what they learned. These grouping strategies are supported by Lev Vygotsky’s Constructivism theory. According to Vygotsky, discourse and interaction are channels for learning

Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they

Although the hands-on learning approach requires a great deal of preparation time, once students have adjusted to the teaching method, the learning process becomes an enjoyable experience for both the teacher and the students (Berk, 1999). When teachers make use of hands-on activities to illustrate concepts in mathematics and science, students perform better on assessments in these subjects because their level of thinking and curiosity increase as a result of their active participation in the learning process (Wenglinsky, 2000).