The Effect Of The On The Classroom

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

Discussion of One Question: How does the student’s exceptionality affect his or her learning and/or behavior? Include descriptions of strengths, interests, and talents as well as those areas that pose a challenge to the student. (K ’s) exceptionality hasn’t change, who, he is as a student or individual. He 's just like most of our student’s who is struggling to learn grade level material and being a ESL (English Second Language) student has challenged his ability to translate comprehension between the two languages. As I stated before (K) has an (IEP) to help give him strategies to comprehend core academics. (K) express confusion and he doesn’t understand why some subjects are easy for him and others are more difficult. He is a great reader and (K) can answer most single direction question about a math problem; however, if the problem is asking him to set- up a multi-digit mathematical problem. He tends to have a more difficult time setting up mathematical problem with the correct math operation.One of (K) many strengths is his ability to read with fluency. He always will to help his fellow classmates on math problems that are easy for him to solve. His academic strength lies in math, even though, he struggles with higher math functions/problems. (K) has been place in advance band by his band director, due to his dedication in playing different instruments. (K) is also an extra helper for the band teacher due to his dedication to music. He loves to play soccer, basketball,

Infants and toddlers get very bored of certain things fast. When incorporating loose parts in their learning they start to see how things work, and they start to use their imagination on what to do with them. Loose parts push their learning to go beyond the classroom. As a personal experience, the classroom I used to help, the teacher

Teaching requires creating a classroom where all students are able to participate in the learning. Chapter 1 discusses the importance language, expectations, and integration. Chapter 1 introduces the topic of multicultural teaching.

In the essay, Do Students Lose More than They Gain in Online Writing Classes? From the publication, Brave New Classrooms (pg. 141-151), Kiefer questions whether students gain any real benefits from an online education structure. In her essay, Kiefer discusses the many shortcomings from online learning. She makes special notice of the effect of online learning on writing courses at the college level. Online learning is a rapidly expanding learning format that takes full advantage of today’s technology. Although popular, it does have its shortcomings that Kiefer addresses throughout the article. Kiefer present her argument with her experience as a writing teacher with both experience in traditional and online teachings. Within the article she

It allows students to work on expressing themselves, build vocabulary, and work on their fluency; the strategy is called Reader’s Theater. Students will get up in front of the class (in groups, or individually) and perform a scene from the book. They will be allowed to enact the scene as they see fit, with the teacher acting as the narrator, and them as the characters. This strategy is great because they will be able to explore the tone, pace, and attitude of the story and it’s characters. Some D.I. that can be used for this activity would be to assign parts ahead of time, thus allowing students time to practice. Also, be sensitive to the student’s needs when it comes to assigning roles, allow for extra time and individual practice.

Through this past semester, we have heavily discussed the important aspects of a functioning classroom, from different theorists to helpful teaching techniques. We’ve debated what it means to be a great teacher. There are quite a few flaws in our education system today, but I believe most of the theories we discussed could be accorporated much more in the classroom. John Dewey, Friedrich Froebel, Maria Montessori, and Lev Vygotsky all understood the way children think and the importance of imaginative play. They also understood that children need to be active in nature. Also, we have discussed different forms of learning, such as project based learning, and outdoor classrooms. In my opinion, the education system should have minor changes that benefit the students more.

I want these thirsty, knowledge seeking sponges but I know that that is not how teaching will be. What’s important is that I stay inspired and excited about whatever it is that I am teaching, in hopes that I can ignite a spark in my future student’s hearts as well. I want to be the crazy art teacher that my students are excited to see. I want to be the one who is involved in these kids lives inside and outside the classroom. I know I am going to have students walk into my classroom who could not care less about art. But instead of me not giving a hoot about them I hope that I can somehow find a way to to inspire them to stay curious about the vastly interesting world around

If the school had leftover money at the end of the year, then the school board should consider using it for more updates around campus. For example, the playgrounds. The playgrounds are worn down and getting very, very old. They also need a modern update. It would be great for kids to enjoy something present-day styled. Another thing that should be updated is the classrooms. All of the classrooms should be bigger because it would be easier to do group activities and there would be more space for events like back to school night or open house. St. Anne classrooms could also use a modern update. New technology and new desks should be broughten in to give new classrooms the updates they need. Last but not least, the school bathrooms. The bathrooms

In this zone, learning is most successful as well as challenging if pupils are put in groups or pairs so that they support each other and the involvement of a MKO will make a big difference. I would design lessons with achievable challenges for the pupils so that they learn and act within the ZPD (Wellington, J. and Ireson G, 2008) . I have included scaffolding in my lessons. Wood et al.,(1976) introduced scaffolding when they wrote an article about interaction of tutors’ helping a preschooler to solve a block reconstruction problem. Scaffolding occurs in those tasks that are beyond the pupil’s capacity and it allows the pupil to concentrate and complete the tasks that are within his range of competence . I have added activities in my plan that help with scaffolding, activities such as jigsaw groups when pupils are learning about different uses of glucose in photosynthesis. That way students come together in reciprocal teaching groups and relay their information together to complete the jigsaw. My role therefore will change from giving them knowledge to a

For instance, a teacher has been teaching her students a lesson and half of the class is not understanding the lesson. The teacher has barely three weeks left to teach four more lessons that will take a full week to teach each; she makes the decision to skip over the lesson and rush through the other ones to have time to review for the state test only to discover the lessons that were cut were the most frequent questions on the test. The teacher and students both failed to succeed; the teacher loses her job and the students are placed in remedial classes. This scenario has happened too often. Teachers have been forced to skip over lessons and slice lessons in half to find out that the students did not have enough time to learn and process the information. Because of these devastating events, the students’ self-esteems were divided in half. Students have been forced not to care about education because education has been transformed into a monster instead of a saving

Here is a simple hands-on experiment for elementary students that examine what items will float and/or sink. For this experiment, all you need is a bowl of water, a cork, a stone, a coin and a grape. Have students first predict what items will float and what items will sink in the water. Then have groups of students observe as they place the items in the water one by one” (Cox, n.d.). Another example comes from my grandson. While in middle school his 7th grade Civics teacher was fantastic at getting the kids up and moving. For instance, on Halloween the kids entered her classroom and it had been transformed into a mad scientist’s lab. All the kids were given lab coats and goggles. They had to “dissect” the constitution. She had fake body parts with pieces of paper containing parts of the US Constitution. They had to proceed to cut open the body parts and then assemble the Constitution on the board. To this day, almost three years later, my grandson can still quote the US Constitution because this one teacher was able to stimulate his mind to learn a complex idea. These are a couple of examples of hands-on learning; yet, there are many, many different activities that can be used in a classroom to help children learn and remember

Some issues that would be important to address in this particular case could be the role and responsibilities that the teacher has with the students, colleagues, and principal. Clearly, she has several roles, however, she hasn’t been able to perform some of these as she should had been.

It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.

Meeting the needs of diverse learners has not been a simple task. An incredible amount of time and energy has been spent in creating a culturally responsive classroom. As stated in the literature review, reflection has been a critical component of creating such culture. As a white female and a product of the upper-middle class, I was quickly forced to apply my knowledge of cultural responsive pedagogy when I accepted a position teaching a Title-1 school with over 90% of students representing various minorities in Metro Atlanta. I swiftly realized that my students and I derived from different backgrounds, but I knew I had to make learning relevant and develop personal connections with my students.