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I visited Mrs. Cable’s kindergarten classroom at Conewago elementary school one afternoon and observed a math lesson. Mrs. Cable had an attention-grabbing lesson and did many great things in the thirty minutes I observed her. I have my own personal preferences, just like every teacher, and I do have a few things I would do differently. There are also many ways this observation can be related to the material discussed in First Year Seminar. Mrs. Cable’s objective in this math lesson was for students to count to tell numbers and to compare numbers; this is done with different amounts of dots (almost like a dice). The lesson started off by Mrs. Cable reading a book call “Ten Black Dots” at the carpet, this book was all about counting dots and …show more content…
Cable shows qualities of an experimentalist teacher, she was also professional and had a positive attitude. Mrs. Cable shows qualities of an experimentalist teacher in a few different ways, she did hands-on activities with the kids and she develops rapport with her class. Mrs. Cable had the students play the matching game where they found two cards with the same amount of dots. This is a hands-on activity because the students are literally using their hands and participating in the activity (Farris 2014). Mrs. Cable also develops a rapport with the class because she has a relationship with every student (Farris 2014). For example, while the class was lining up for special Mrs. Cable had a conversation with one student about her new puppy (Farris 2014). In First Year Seminar, the class discussed the evaluation of professional and personal dispositions, these are the requirements a student at York College of Pennsylvania must meet to be accepted to student teach. These requirements include having a professional attitude, organization, personal enthusiasm, etc. (Hesson 2015). I believe these dispositions should not only be for student teaching, but for all teachers; I also believe Mrs. Cable met every one of these dispositions. Particularly, I found Mrs. Cable to be exceptionally professional, she wore professional attire that was modest for early elementary schools and she had a professional attitude. Mrs. Cable was …show more content…
Cable’s kindergarten class in a short time period. Mrs. Cable had an intriguing lesson; she did many things well and was willing to answer any questions I had. I was also able to relate this math lesson to First Year Seminar through her philosophy, professionalism and positive attitude. I believe all of these are important qualities a strong teacher should
Meichenbaum, D. H., Bowers, K. S., & Ross, R. R. (1969). A behavioral analysis of teacher
In the short story “The Lesson”, Toni Bambara wrote about how school relates to the world, and Miss Moore teaches the students that anything can relate back to school subjects. Miss Moore takes the students to a toy story where she then teaches the
...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009)
assignments. In the case of Miss Hiller, she was becoming very discouraged because she didn’t seem to know how to motivate her students to learn. She is also bothered of the fact that the students didn’t seem to like her, and that she is having problems disciplining her students. Stansbury and Zimmerman (2000) suggests that to make life less stressful for new teachers like Miss Hiller, the principal may reduce the number of students in a beginning teacher’s classrooms, refrain from assigning them the most challenging students, and minimize their extracurricular and committee assignments.
Morality, which is one’s general standards about right and wrong behavior, also includes prosocial behavior and other traits such as honesty, fairness, and concern about other people’s rights and welfare (Omrod, 2014). Both morality and prosocial behavior involve multiple parts of the brain, emotions and complex reasoning abilities. Some age-typical characteristics for preschool aged children include, some understanding that behaviors causing physical or psychological harm are morally wrong, a sense of guilt and shame about misbehaviors that cause harm to others, also display empathy and sympathy, and children at this age also show an appreciation for the need to be fair.
In the picture book don't think about purple elephants, Gwyneth Jones the illustrator uses different artistic qualities to assist with deeper understanding and emotion within the text. She uses elements mentioned in Children illustrations including color, texture and perspective. When Susie is playing throughout the day and on weekends the colors are bright but soft including blue, purple, green and yellow. The text moves forward to mention her anxieties when she goes to bed. The perspective of the illustrator switches from neutral to above her looking down. I see this as the illustrator conveying her emotions making it feel empty and vacant. The colors then stop completely and all the pages explaining her anxiety are only colored in grey. The only color objects are
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
The second classroom that I observed was a second grade classroom and I notice that there was one student who was an ELL. The teacher informed to me that this student had just came from Dominican Republic in September and started school and after school 2 weeks later then everybody else. The first SEI strategy that I notice that the teacher applied to her lesson was guided interaction. Before the teacher read the book called “The Recess Queen” she had a conversation with the students. She asks the students if they have every been bullied or knew someone who has been bullied. The students first shared out and then talked with a partner about their experiences. After this the teacher read “The Recess Queen” to the students. After the teacher
The first day of field marks the beginning of a new teaching experience, and for that reason, the first day of field will forever be a nerve-wracking day for me. On September 13, 2016, I, Mr. Cataldo began a new teaching journey, at Carlstadt Public School, a suburban school, in Carlstadt, New Jersey—Mrs. Mariano’s sixth-grade language arts literacy classroom. While walking through the front doors of the school, numerous questions began to come to mind, such as the following: Will Mrs. Mariano and her students feel comfortable with my presence in their classroom? Will I establish a positive relationship with Mrs. Mariano and her sixth-grade students? Albert Einstein once said, “The only source of knowledge is experience” (Albert Einstein Quotes, para.1). Today, I am fully aware that in life, one’s personal and professional experience, both good and bad, enables he or she grow as a person and more importantly as a learner. For that reason, I find it pivotal for one to realize that in life, it is normal to feel nervous, as well as make mistakes; what matters is that he or she is more than capable of transforming his or her mistakes into successes.
Fuson, K. C., Clements, D. H., & Beckmann, S. (2011). Focus in grade 2: teaching with
Cooper, J (1994). Classroom Teaching Skills. 5th ed. Massachusetts: D. C. Heath and Company. p115-150.
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
Kirova, A., & Bhargava, A. (2002). Learning to guide preschool children's mathematical understanding: A teacher's professional growth. 4 (1), Retrieved from http://ecrp.uiuc.edu/v4n1/kirova.html
In conclusion, Mrs. Doe displayed how she uses classroom management and reciprocal teaching as well as group activities to allow children to learn from each other and become models for each other that Vygotsky believed was important for learning. Structure is important to her, but she is also able to keep it fun as well. She said “you joke, laugh, talk, read and do the math.” But more than that, her passion keeps her motivated and her sense of self-efficacy is obvious to me and her students will see it too.
An effective teacher will excite, inspire and motivate students to be active in their learning, investigate new areas of knowledge and make connections to future learning (Whitton et al 2010). When a teacher is successful, their students are motivated, mutually respectful and ready to build on their knowledge and solve real-world problems. To be a teacher of value, one must have many skills and qualities to cater for a diversity of learners and their individual development; this includes many personal traits that are noticed students.