Keith Rains In The Classroom

Don Yang and Sue Thao taught about 40 students overall. The class is divided into two groups. Mr. Yang taught the ages from nine to fourteen, while Mr. Thao lectured older students ages from eighteen and up.

One recurring theme throughout both of the essays is that education cannot just be limited to the singular location of a classroom. Gerald Graff begins his piece by reminding the reader of that one street smart kid that everyone knew in

This chapter offers a higher level of education. From the high school student, college student to a part of Teacher Corps, and now Mike Rose works for EOP, becomes a tutor in UCLA. Throughout this chapter, I can see the view of education of the author changes time by time. He is now facing with the highly successful students and the main problem here is how unprepared they are. Actually, I used to have that problem, it is not easy to integrate into new environment. In addition, I was struggled and stressed so much when I got really bad result in the first few tests in the first year in high school even I kept asking question and memorizing the whole lecture but now, I understand the problem was all about the study styles. Besides, I find out

I think this was an obvious jab at the education system to ridicule the way classes are taught, and to exemplify the fact that no one ever wants to be in class, everyone would rather be out enjoying life then to be put to sleep by some monotone old man teaching a non-interactive history class.

To begin, over the course of this semester, I had the opportunity to conduct my history classroom observations at Sierra Vista High. This high school is a public school located in Baldwin Park and is part of the Baldwin Park Unified School District. Sierra Vista High School has a student population of 1,895 students. The student population consists of 90 percent Hispanic, 6 percent Asian, 3 percent Filipino, and 1 percent white. These demographics were shared by the vice principal of the high school. While I was at Sierra Vista High School, I was given the chance to analyze and observe three history teachers. Thus, in this paper I will discuss and share my experiences observing the

Amid this lesson, students will be set in pre-composed gatherings of two. The grouping will be based on the student's pre-test score. The thought is to put a high scoring student with a low scoring student, and together they will work cooperatively. My justification for putting students in this design is very basic. The student who didn't score as well on the pre-test will get assistance from their peer who did. The pair will read and finish their specific role over Franklin Roosevelt's March 9, 1937 Fireside Chat about reorganizing the Supreme Court. The student who scored higher on the pre-test will provide research of the document and read it so everyone can hear. While the student who scored lower on the pre-test will represent what is

Celestine’s is in Fourth grade and her classroom has seventeen students, all between the ages of nine and ten years old. Five of Celestine’s classmates are females and eleven are males. Celestine is an emergent reader, as well as two of her peers and five are ELL students. Her teacher Mrs. K (pseudo name) has the classroom organize to benefit all students. She pairs the students whose abilities are higher with those who struggle on lessons. She has some students sitting individually, while others are in groups. During certain lessons, Mrs. K’s

St. Charles West High School has a vast array of students that attend the school. While I have observed 3 different classes, there are different students in each class. The Civics class consists of freshman, ages 14. These students are a bit rowdy and tend to act out when I am in the classroom. There is majority of mixed-race students in this class when compared to white students with an even amount of males and females. Also, 1 student with an IEP with ADHD. The next class is Contemporary Issues which consists of sophomores and juniors ages 15-16. Majority of white males with only 2 mixed males in the class. There is no special needs students in this class. Lastly, the AP class consists of 10 students with an even amount of males and females. Grades are sophomores through seniors, ages 15-17. This class consists only of white students and no students with special needs.

Mrs. Reid has 16 students consisting of five females and eleven males. One of the five females was a minority; she was Asian. Five of the eleven males were also minority decent, such as oriental, African American, ect. On a side note, within the second grade class there was also Hattian decent students. Five of the eleven males left at some point during the week for more specific teachings to their ability, such ESE, ELOS, or gifted; the same five minority males were NOT the same five that left during the week. Only one of the five males that left during the week was for gifted; he was Caucasian. The other four that left were of the minority. None of the four were Asian.

First of all, the reading states that in elementary school only one teacher teaches the one classroom. The professor refutes this point by stating that It is not appropriate for students because there has a very different level of understanding and mentally growing process between boys and girls. Girls are usually much more mutual than boys in those grades.

In an oppressive society, a group of individuals are expected to adapt and be controlled by a more powerful group without question. Similar to a “banking concept” of education, at times it seems the student is not expected to think for themselves. They listen to what the teacher “deposits” into their mind, and they adapt. I strongly agree that this limits comprehension and creativity and forces you to adapt to thinking like a robot. He makes a strong case with his analogy, “Four times four is sixteen……The student records, memorizes, and repeats these phrases without perceiving what four times four really means.” It’s easy to get discouraged in school when it feels like information is being thrown at you without much encouragement to fully grasp it. It’s nearly impossible to truly understand a concept when you’re forced to memorize it immediately for a test. In conclusion, teachers with this mindset should understand that to be a true educator is to encourage the student to take the time to comprehend the material

Mr. La Bonne is one of my favorite teachers at Stuy. He made Stuyvesant and freshman year amazing. I loved most of the books we read in this class and I especially loved the movie we watched called “Marie Full of Grace” or “Maria Full of Grace” (I can't really remember). This man was so funny and he always just started flaming kids, but in the very fancy way. Class was very interesting and the discussions were always funny, but also very substance based. This class was honestly the highlight of my day, but I think it also depends a lot on the people in the class. People who had Mr. La Bonne 4th or 5th period didn't love the class as much as the people in 9th period. I remember on the last day of class when we were taking pictures and everything,

Ebony, a university student, finds herself in two classes, each with their own unique atmosphere. Interpersonal Communication comes first and is taught by Professor Gardner, who has been teaching for 20 years. Organizational Communication is her second class, taught by Professor Morgan, who is younger than Professor Gardner. Each professor has a different style of teaching and opinion on how students learn most efficiently. Professor Gardner sets out his expectations, rules of conduct, and strict no-technology policy on the first day of class; he values structure and consistency for his students. Professor Morgan does not present rules for her class; she does not mind if students come in late or leave early, and appreciates the use of technology for the purpose of adapting the learning environment for each student. Professor Morgan values freedom and self-responsibility for her students. Ebony loves Interpersonal Communication, and notices that the students, when provided with structure, tend to thrive, communicate freely, and connect with other students right away. There is a lot of laughter involved, and most everyone knows each other’s names. In Organizational Communication, however, Ebony feels lost and out of touch with the path of the class. She finds that the spontaneity of Professor Morgan is more confusing than helpful; Ebony senses the disconnect between students, as most of them do not know each other’s names. Professor

One of the most popular teachers among high school students, especially teenage girls, is Mr. Dreamy. He clearly just graduated college because he has the face of a young adult and often can be confused for a student. The girls drool over his chiseled jaw line, teeth that shimmer like pearls and scrumptious chocolate eyes. Almost every girl in his class envies his help with another student. Mr. Dreamy knows how attractive he is and often uses this for the benefit of his class. The better his students do in the class the more notice he pays to the hunger attention seeking students. His classes have the highest passing percentages possibly do to his teaching abilities or his flirtatious ways, but no one questions it, as long as the students are

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went