On a closely related note, Hyry-Beihammer and Hascher (2015) focused on teaching a certain number of practices employed in grade classes. Grade classes refer to how students are group together in classes based on their grade rather than their age. Therefore, Multigrade classes, as defined by authors, are worldwide classes where students of different grade categories are in the same class, therefore, less abled students were mixed with high achieving students. It is well known that in such classes, the teacher plays a crucial role in balancing the different needs for each grade category according to their learning capacity. This can often be very tricky and challenging, however, it is known by schools when assigning teachers for multi-grade classes, that these teachers must be very capable, flexible and efficient in dealing with students with different learning capacities. There is an urgent need for the teacher to become familiar with how to teach in such a class environment. This system is very common especially in the third …show more content…
For example, if she is teaching a lesson about DNA replication, the teacher could assign roles to students where some could be the old DNA, some could be the enzymes, and others could be the new DNA and then they interact and act out the process replication and demonstrate to their peers how the process is done. Songs, acts, dances, pictures are all out of the box yet simple methods to explain educational concepts and make it clearer to students even if they are less abled, they would still be on the same page as everybody else as these representations are much easier to grasp and understand by everyone. A teacher who is imaginative enough to embed artistic tools to engage the students and make their concepts crystal clear is more likely to fetch higher results from
Also, an overall respect for the unique cultural and language differences can change a reluctant student into one that feels he/she belongs. And most important of all teachers need to have the highest of expectations for all students and promote grit and talent development rather than have low expectations that make a students feel they are inferior. And finally teachers need to avoid the stereotype threat. And in order to, “prevent or remedy stereotype threat, teachers must be careful never to express the belief that certain skills are easier or harder for certain people, and should give all students opportunities to shine and show leadership in all types of tasks (
Good morning teachers, faculty, administrators, family, friends, and of course students. It is a great privilege to be standing here today and representing our class on our eighth grade Class Day. Can you believe it? Four years ago, most of us walked into this school as nervous as we were the first day of school. We were the tiny fifth graders, the youngest students in this middle school, not knowing where anything was and how to navigate the school. Now, those same four years later, we’re leaving this school behind to a whole new school being just as nervous as we were when we first arrived. It has been a long four years as well as a short four years. Long because of all the tests, quizzes, finals, and projects, but short because of the lifelong friendships, the lasting memories, and the truly interesting and amazing things we learned in-between. The Abington Heights Middle School is definitely a welcoming, fun, memorable, and great school that I will never forget. These four years spent with these wonderful classmates has been an extraordinary journey with many cherishable memories.
Class sizes in America have been on a constant rise for years now, with little help from a budget, and almost no recovery from a slumping economy, which brings to light the age-old discussion; does class size really matter? With class sizes rising at a constant rate there is also no relief for students. There are many students who tend to struggle in certain subjects, and a smaller class could mean more individual time with a teacher and that could help improve their knowledge and comprehension of the subject. Our students are in classes day in and day out that are simply too big for even the finest teachers to handle, which impairs each individual’s learning. Therefore if teachers had fewer students this would enable them to give more individual teaching time to each student. Class size is important, and it has a large impact on our student’s education and that is why class size should be cut, specifically in Pre-K to third grade classes or classes which serve the most “at-risk” students.
As we all are fully aware, each student is diverse and has special needs when it comes to learning. There are three types of learners: visual, auditory, and kinesthetic. Visual learners learn best when shown how to do an assignment. They prefer diagrams, pictures, and charts. Simply allowing your class to create flashcards and color coding notes can help these types of learners memorize the information. Our brain organizes information through a process. Creating flow charts will help the brain map out the information from the lesson given. Auditory learners learn best when a teacher presents information by talking to the student. When directions are read aloud, they tend to succeed. Allowing time for students to discuss the material in a group before moving on to the next is beneficial for these types of learners. Kinesthetic learners are learners who excel when engaged in the learning activity. By participating in labs, skits, and presentations, they acquire the information faster. Starting the class with a few warm up activities, next a lecture, then a classroom discussion, and wrapping up with a review will help all types of learning styles. Without the knowledge from psychologists about the different types of learners and their special needs, teachers would not know how to respond to their students who may struggle with the material given.
Art is intended for all to enjoy and learn from. Through an art curriculum; phonics, mathematics, and readiness skills to name a few can be learned through an art curriculum. With this curriculum a teacher can adapt that centers to teach those with diverse abilities such as emotional and intellectual challenges, visual impairments, hearing impairments, and orthopedic impairments.
The lower class student’s major issue with learning in class is a shortage of confidence based on real or apparent weakness in the home environment. These students often feel undesirable. They are very aware of the class in which they come from and of the place and position people classify them under, they often feel the urge to hide their background. Students that are categorized in this particular class frequently come to school with a lower level of academic skills and involvedness than their peers that are categorized in the midd...
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
instance I witnessed showed how between-class ability grouping benefits those on a “higher track” and leaves those on the lower classes behind. Those students in a “low track” classes are commonly of a...
Class size makes a huge impact on how the student learns. Along with many other things, there is more to the amount of kids in class than most people think. The quality one on one time is affected. Along with that, important questions that the students needs clarity on from the teacher might not be able to be answered because so many other students are in the room asking their own question. Students learn in their own ways. Teachers have to be flexible to how their students learn and in order to do that they need to know their students on a personal level. When class sizes are large, it effects students in negative ways in their learning.
Therefore the teacher proactively plans a variety of ways to ‘get at’ and express learning” (Tomlinson, 2001, p. 3). Planning for a variety of teaching strategies does not mean giving more work to the smart children. Instead the teacher must assess who understands the material, who is struggling, who needs to be challenged and decide what or how to teach the students from there (Tomlinson, 2001). Differentiation should occur naturally and involve individual, class and group work to allow for the differences in all students and all subjects of study (Tomlinson, 2001). Probably the most important aspect of differentiation is the idea of challenging all learners at their level instead of giving extra work to those students whom learn the concepts quickly.
There are many different types of students. All students have their own way of studying and learning material. A student’s attitude is the most determining factor in how well a student performs academically. Some students are eager to learn and try their best; however, some students could care less about learning. Each year students decide whether they will succeed or fail in school. All students fall into one category or another. Students can be classified into three categories: Overachievers, Average Joes, and Do Not Give a Rips.
Assessments in the classroom are ongoing. Assessments are important for teaching in the classroom and for assisting in continuing the learning process of the students. Three purposes of assessment are to measure the amount of information a student has learned and retained, identify a students’ learning needs in and outside the classroom, and gather evidence to help increase learning for the students.
Teaching as an art demonstrates ways in which the teacher may use creative ways to present the material so it is fun and interesting for his or her students. Some examples are games, “hands-on” activities, and/ or movies relating to the topics being covered. In The First Year, Genevieve DeBose gave disposable cameras to her students for a”getting to know each other” activity. The point of this activity was for her students to be creative and learn about their peers. During this activity Genevieve also learned about her students, like their attitudes toward participating and some of their social skills. She could use what she learned from this activity to help plan her lessons. I agree with Gilbert Highet, who argues that in “The Art of Teaching that successful teaching must be considered an art because it involves two things that cannot be objectively and systematically manipulated: emotions and values.” (Pg 11) I feel emotions play a main role in teaching because the emotion that is being expressed by the teacher will be reflected on his or her students. Although emotions are some main roles, you must also make sure you are teaching the correct values. In order to be a good teacher ...
There are several ways in which a teacher can accommodate every learning style by doing simple things in the classroom. Examples of this would be a certain seating arrangement or even just changing all the time to reach each students style. Knowing and learning styles might be one of the most important things to learn from your students at the beginning of each school year. There are several tests out there that can help with this, but know each style is also important. Knowing your own learning intelligence as a teacher will also help you and is important. This allows you to know in which way you will best be able to absorb information that is important in our teaching. Multiple intelligences are a vital part of any teacher’s lesson plans and are especially necessary in the ever-changing diversities of the schools. Learning styles will bring out the strengths and weaknesses.
We’ve all been told not to judge someone primarily on the way they present themselves but by the content of their character. “You know my name not my story” is a common phrase that is thrown around in our society today. Despite the effort we give to not judge it happens subconsciously, because we are human. In this essay I will use my observation of others around me to better understand more about how we as individuals size up others based on their Socioeconomic status; a measure of an individual's place within a social class system; often used interchangeably with “class”(Ferris 2016). I will also use the perspective of a symbolic interactionist which explains social behavior in terms of how people interact with each other via symbols to help me better understand the idea behind class consciousness.