The learning environment in my classroom starts off on a positive note, continues on a positive note, and finally finishes on a positive note. Students enter my classroom and are greeted at the door, I shake their hand and tell them either good morning or good afternoon, depending on what type of day it is. At the beginning of the year students are hesitant to do this, but after that first day I explain to them that in the professional world a handshake says a lot about a person, and often sets the tone for either their conversation or interview. We discuss how a handshake should be firm but not crushing, have good eye contact, and students should smile and say good morning or good afternoon. Sometimes students have had a horrible day, …show more content…
Students are required to learn the Iowa Standards, and are tested throughout the year to make sure they are meeting these standards. If students are not meeting the standards, we meet with these individuals to discuss where they are deficient at and come up with individualized goals to help them become proficient at the Iowa Standards. I do everything I can in my classroom to ensure that my students are reaching and exceeding these goals. In order to do this, there are many formative assessments that I utilize in my classroom to ensure that students are learning the material. Some students are embarrassed at letting their peers know that they do not understand the material being presented. Throughout our daily lessons students have the opportunity to use their chromebooks to tell me that they do not understand. Student’s chromebooks come equipt with a red and green light on the outside of their lid. Students can turn these lights on and off at a touch of a button. If students do not understand the material I am going over they can turn on the red button, and if the student understands the material being presented they can turn on the green button. This will let me look around the room quickly to see if students are understanding before we move on. This doesn’t mean that I stand at the front of the room all of the time. During instruction I circulate around the room helping students with examples that we go over in class. I can catch any mistakes that students are making, or spend some extra time with students who do not understand the material. Sometimes I have students helping their neighbor when I am not able to make it over to the student who is struggling. These two methods allow me to help students who are struggling in class each
In his essay “An Essay Concerning Human Understanding” John Locke makes a connection between memory and consciousness and called this connection the memory theory. The memory theory states that if “a thinking intelligent being, that has reason and reflection, and can consider itself as itself, [and is] the same thinking thing, in different times and places” then it is continuously the same rational being has a consciousness (Locke 1959). Locke ties the consciousness and memory together by saying that “as far as … consciousness can be extended backwards to any past action or thought, so far reaches the identity of that person”; meaning that if a person has memories of their existence and actions they are the same person. Locke connects the memory
My greatest area of strength in assessment literacy is during the test administration, because I believe I do a wonderful job providing directions for the students, I monitor students and watch them to make sure they are not cheating with each other, and I make sure the testing environment is conducive to high achievement. When my tests are distributed to my students, I make sure to read the directions of each section of the students and ask my students if they need any more clarification on the section directions. If students forget the directions while the test is taking place, I make it a point to clarify for them in private and then announce to the class a reminder for each section. This usually happens when I monitor my students during the testing session. I make sure that I am visible and mobile inside my classroom. I want my students to do well on tests and gain confidence that they understand the concepts being tested, but I want my students to be self-motivated and self-reliant and to not look to their partners for the answers.
students do not learn the same way as their peers. We have to modify and try to explain things to
I am only able to describe what I have seen and observed in my personal surroundings and how I have interpreted the different situations. The average greeting pattern of students in the student union of ISU looks like the following example: The two opponents walk toward each other, recognize the opponent as somebody known and the first signal is usually a smile flushing over the faces of the opponents. The greeting procedure itself is mostly practiced by a “Hello, how are ya”, or a “What's up?”
My portfolio will demonstrate the skills and writing techniques I have developed and honed while taking the course English 1010 at the University of Memphis. Some of the techniques and skills I have learned include how to write with different persuasive strategies on the audience and how to incorporate critical thinking into my work. As well as these skills I have learned how to apply an effective composing process to my writing and have fine tuned my writing abilities. Writing with different styles on different topics has improved the way I approach writing papers. These styles helped me learn quickly, therefore making me a better writer and student at the same time.
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
Not many people of the college student age or younger shake hands anymore. It has become a foreign form of communication and is usually only associated with more professional confrontations. “Few people have any idea how they come across to others in initial meetings, despite the fact that most of us are aware that the first few minutes of that meeting can make or break a relationship”(Pease 64). In the data I recorded, the two people who greeted each other were to males and they seemed like good friends. They were definitely southern country gentlemen from the way they talked. They both smile and shook hands with one asking the other, “Hey man, what do ya know good?” with the other gladly replying, “Not much, you?” Such a simple way of greeting one another and it made both of them aware that they were glad to see each other. Instead of a fri...
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
It is good to be reminded that God created the human beings and creatures after creating the world. Though it could not have been vice versa, it is/was not impossible for God to have created two different places as the abode for humans or creatures and living beings. God could have created humankind first, but the Book of Genesis records and reminds us that Adam was formed out of the dust, the first place for him to begin his life with and from and, the final resting place for him and the other humans until today. It is also possible that God could have formed human like statues out of dust and, not breathed life into them, but God chose not to. I am curious to know what life would have looked in that fashion and since God breathed life into the man made out of dust, what was the purpose of
Some of the formative assessments I used included asking students questions and observing how they were working and discussing the information needed for their videos with their partner. Other forms of formative assessments included providing feedback and generating whole group discussions. I found myself using observations and feedback more frequently throughout my lesson. As I walked around the classroom, I noticed the students
...ercent, I alter their assignments and meet with them prior to the final grading. In this way they focus on the task at hand instead of the final outcome. Too many students focus on getting it done and not taking the time to make it meaningful.
Before I took ENG 210: Foundations of Literary Study 1, I was not sure what I was going to expect. In the past, I have taken English or literature courses that were either really easy or really hard, making it difficult for me to predict this class. For many students, including me, having to read books assigned for a class seems very intimidating and stressful at the same time. Seeing the initial reading list, I was worried about how I was going to read eight books in one semester. I’m sure that you will feel just as overwhelmed when you first see the syllabus and notice all the papers and books that you will have to cover in sixteen weeks. Looking at the course schedule, however, I knew that I was going to be able to stay ahead of all the
Assessing student understanding is important but as a teacher you need to provide feedbacks to the students. During my lesson, I allowed the student to ask questions and tried to answer each individual’s answer right away. Since my students are not able to read or write I had to provide feedbacks by verbally.