Solano-Lesson Plan 2 Reflection
When I was in high school, I struggled with geometry proofs. So, when my mentor told me which lesson she wanted me to teach, I got excited. I wanted to make sure that the students knew how to write a proof so that they would feel confident in geometry. I remembered how I wanted my high school teachers to break down every part of this lesson, so that I would understand it. Since they didn’t, I used to hate going to geometry because I would always feel like a failure. I wanted to change that for them. When giving the lesson, I felt that I was able to emphasize every important part of the lesson, even though some challenges occurred along the way.
There were a few parts of this lesson plan that I felt worked well. Although only two classes used their laptops for this lesson, I felt that having the instructions written on the board helped to speed thing up a little. By the time the bell rang, the students were already working on their warm up. There was no time wasted on trying to get the students to settle down. I also felt that the type of questions I asked helped lead the students in the right direction. When planning the lesson, my
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The only back up plan I had was for the students who either finished their assignment quickly or for the students who didn’t know why they couldn’t use side-side-angle to prove triangles congruent. I realize now that it is important to have a backup plan for every aspect of a lesson plan. While creating my lesson plan, I never even though of the laptops not working. I was very glad to have my mentor help me adjust the lesson. I also realized it was easy for my mentor to come up with a quick replacement activity because she has been teaching for a while. Since I don’t have that experience, I think it will be helpful to ask other teachers if they crossed any issues while teachers their
A substantial literature delivers indications that sturdy as well as positive relationships among teachers and pupils are essential to the vigorous growth of each and every learner in primary schools. An optimistic teacher-pupil relationship is a critical aspect for pupils’ knowledge as it permits the learner to acquire in surroundings where they feel greeted as well as at comfort. It is said that the teacher–pupil relationship predominantly in the early year settings is one of the most influential origins within the environment of a primary school. In addition to this it has been noticed that a key aspect influencing pupils’ growth, early school engagement as well as educational motivation, teacher–pupil interactions create the foundation of the social setting in which learning takes place. Consequently, the teacher is required to obligate with the skills to associate with their pupil on a level that they comprehends and agrees. This paper discusses the reason why it is important for the primary school teachers to establish positive teacher/pupil relationship as well as the ways in which this can be achieved is demonstrated.
Over the years education has been one of the challenges in the African American Community, in the novel A Lesson Before Dying by Ernest J. Gaines time period focused on education; which was very involved in work and labor instead of education. Learning in the south due to segregation became terrible for African Americans to afford education however the north in urban communities also experience the lack of education. Why does the south have little to no education more than the north in black communities? Education in the south has been inferior to the north due to the lack of funds, discrimination and social differences which is shown in graduation rates.
Most educators do not make new lesson plans they change ones by adding instructional strategies. The more ways an educator teaches the better off the students are when it comes to learning. Not all students learn by listening to a lecture. There are visual learners, kinesthetic learners (hand-on), and auditory learners. If an educator can reach out using all of these styles most if not every student will learn what is being taught. Intelligence has been separated into different parts; “linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal behaviors” (Hardman, 2011). Knowing this as an educator a lesson plan should incorporate auditory, visual, and kinesthetic learners, thus covering all areas.
(2010). No light at the end of the tunnel vision: Steps for improving lesson plans. The
The second part of this memo contains a rhetorical analysis of a journal article written by Linda Darling-Hammond. Interview The following information was conducted in an interview with Diana Regalado De Santiago, who works at Montwood High School as a mathematics teacher. In the interview, Regalado De Santiago discusses how presenting material to her students in a manner where the student actually learns is a pivotal form of communication in the field (Personal Communication, September 8, 2016).
While children can remember, for short periods of time, information taught through books and lectures, deep understanding and the ability to apply learning to new situations requires conceptual understanding that is grounded in direct experience with concrete objects. The teacher has a critical role in helping students connect their manipulative experiences, through a selection of representations, to essential abstract mathematics. Together, outstanding teachers and regular experiences with hands-on learning can bestow students with powerful learning in
As a middle school math teacher in Chippewa Falls, WI, Steven Reinhart often found that even his extensive planning and detailed lessons yielded less than high achievements from his students. He wanted to know why, that no matter how perfect his lessons were, his students’ level of achievement was so low. It even caused him to question his own methods of teaching. So Reinhart developed an idea to commit to gradually changing his ways of teaching by 10% each year. With the goal of simply teaching a single topic in a better way than the previous year, he “collected and used materials and ideas gathered from supplements, workshops, professional journals, and university classes” to achieve this goal (Reinhart, 2000).
Many people do not like to fail but did you know, failing is one of the most important things that make you better at things you struggle with. For example, Thomas Edison tried over 9,000 times to create a storage battery and failed 9,000 times to make the battery. But, by learning from his mistakes he was able to create the storage battery. Thomas Edison's quoted while trying to make the storage battery,” Results? What, man, I have gotten a lot of results! I know several thousand things that won’t work!” has inspired many schools throughout the US and the world to help students grasp a topic better by doing hands on activities and learn by mistakes. Students have also been able to learn better from one another by using each other to assist
Mathematics teachers teach their students a wide range of content strands – geometry, algebra, statistics, and trigonometry – while also teaching their students mathematical skills – logical thinking, formal process, numerical reasoning, and problem solving. In teaching my students, I need to aspire to Skemp’s (1976) description of a “relational understanding” of mathematics (p. 4). Skemp describes two types of understanding: relational understanding and instrumental understanding. In an instrumental understanding, students know how to follow steps and sequential procedures without a true understanding of the mathematical reasons for the processe...
Lesson study refers to a Japanese program of developing teachers’ profession during their teaching experience. It is a translation from Japanese word Jugyokenkyo which literally means study or research (Fernandez & Yshida, 2012). Fernandez and Yushida (2012) define it as “lessons that are object of ones’ study”. It means that through lesson study, the teachers explore their teaching-based research goals through the several steps which they have defined them earlier. These steps include: collaborative planning, observation, discussion, revising, re-teaching, and sharing reflection. Also, Dudley (2014) defines lesson study as a procedure in which teams of teachers do planning, teaching, observing, and analyzing learning and teaching collaboratively.
... a sense of accomplishment, something they cannot get through direct instruction alone. This sense of accomplishment will raise their mathematical self-esteem. This can, in turn, help students appreciate and enjoy mathematics even more. Few would argue against the idea that any teaching strategy that gets students to believe in themselves and enjoy the subject is a good one.
Many students view mathematics as a very difficult subject since it does not only focusses on numbers but also in letters. Mathematics does not only require the students to come up with an answer but it also requires them to show the solutions on how they arrived at the answer. While in elementary, students were already taught on how to solve problems in a step-by-step procedure starting with what is asked in the problem, what are the given, make a number sentence or formulate an equation and solve the problem. These procedures are called problem-solving which cannot only apply in mathematics but also in other areas such as in Science, businesses and most
Our subjectivity is heavily influenced by the amount of education that we receive. The effort that people contribute to enhancing academic excellence today is what makes learning possible and effective. Through the proper use of our academic knowledge we can construct society together. Schooling is an evident pathway toward generating social change and it is important that education is properly enforced and easily accessed by all people. Because education enables a person to grasp an understanding of his or her society, we as educated people have a crucial responsibility for contributing to social advancement.
A lesson plan is a teacher’s detailed description of the course of instruction for one class. There are many different parts of a lesson plan. For example, there is the title, which is where one would explain what it is the lesson plan is going to be about. Then, there are the learning outcomes, which are what the students are required to be learning after completing the lesson plan. After
In the process of completing this coursework, I have realised that every teacher should be all-rounded and equipped with adequate skills of educating others as well as self-learning. As a future educator, we need make sure that our knowledge is always up-to-date and applicable in the process of teaching and learning from time to time. With these skills, we will be able to improvise and improve the lesson and therefore boost the competency of pupils in the process of learning. In the process of planning a lesson, I have changed my perception on lesson planning from the student’s desk to the teacher’s desk. I have taken the responsibility as a teacher to plan a whole 60-minutes lesson with my group members. This coursework has given me an opportunity