During this practicum, so far, I have worked with three students. Two of them I have worked with a bit more than the third person. I have found out quite a bit about each of them and have tried my hardest to make the learning material relevant to their reading levels and interests. Here is what I have found:
Student number one is very talkative and always expresses his opinions (appropriate or not). He is also very eager get work done and has shown he is very interested in what we are doing. He has told me that he likes to work on cars and said it would be very cool to incorporate them into his project. He told me his future goals include going to a college in Texas for certification to work on cars. He is actually from Texas but his family moved here for work. He is Hispanic and stays particularly close with his culture. He has played many sports in school. My second day of working with him, he mentioned that if anyone complements him, they must touch the article of clothing they complemented or he will be cursed. At first I wasn’t sure I believed him, but his teacher seemed pretty serious when telling me to be aware of that. I also learned, as a tenth grader he, is expecting his first child this year and the reason why he is at the center is because of aggression issues.
The second student is much more relaxed. He is also Hispanic and expressed that his culture and traditions are very important to him. He is also from Texas and plans to move back someday. I found out he is in 6th grade and is a decent reader. He has asked me to allow him to read more but isn’t shy to ask for help when needed. This student is very reserved in participation and doesn’t express having much initiative for doing schoolwork. He seems to be much mor...
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...cond book is Discovering Drawing by Rose and Mahan-Cox. I use this one if I feel we need more information. My final source is a set of worksheets that correlate with the elements and have additional readings to remind the students of what they read.
When reading with these students, I have tried to assess how the students read independently. I did this by asking them to read a small segment on a page and watched them. I could tell when they weren’t reading. I’ve found that these students do really well with reading out loud and discussing what they read immediately after. I use this and then apply it worksheets in one day, then review the next time. I plan on using the cube I made to review the elements before we start our projects. In using this I feel it will really help my students get active while applying the terms we are covering in a fun and exciting way.
While the reading assessment will be different for all students I learned that I must be attentive to the student and what they say, also I learned that even if the student gets frustrated I should not aid in the reading that is in front of them. Instruction for the students should be clear and precise; I believe that every student should have their own Vocabulary Dictionaries in the classroom. I believe that this will aid the students so much in the way that they will be able to acquire harder words and each students will be different, they will be able to have fun with it as well as learn at the same
most likely will not succeed because of the environment they are surrounded by. A student has trouble
The poem “Students,” by Tom Wayman and the story, “Crow Lake,” by Mary Lawson presents two teachers who cope with the same difficulties of teaching. Although the teachers are faced with identical circumstances, their resolutions for the problem vary. Wayman, in the poem, and the narrator in the story both fails to make connection with their students, however, Wayman understands his students’ behavior while the narrator refuses to communicate and simply gives up on teaching.
Informal reading inventories will be efficient for direct observing and recording aspects of students reading skills....
On page 4, we read “Deep-sea Treasure Hunters” by Ramona Rivera. Students once again participated in reading, except one = student (Kristina) who claimed she did not like to read aloud. However, she did answer a few questions. I had students underline what they thought the central idea and supporting details of the story were. Afterwards, they shared their answers and explained why they choose certain sentences/phrases to underline as each. We also filled out the chart on the page
Once we began our pre-assessment activity, the children were able to respond to my questions about ‘what words begin with the letter C?’ and these responses were added to the anchor chart and later review. The book was a great addiction as well to the conclusion of this week and they had fun while I was reading and participated as I ask them question about the text. The craft activity and center was a great addiction to our routine, the students enjoyed both of the
An Informal Reading Inventory is a great tool for teachers to use with their students to assess multiple concepts. One purpose of the IRI is to monitor the growth of a student’s word recognition, oral reading, and comprehension to determine the reading level of independent, instructional, and frustration. The frustration level is when the passage is too hard for the student even with help from the teacher. Instructional reading level is when a student can read the text with the assistance from a teacher, parent, or peer. Independent means that the student can read the passage alone with no outside help. When teachers administer these tests they can pick the level of the passage given and use the results to help decide how to further instruct
Offer breaks during tasks that require sustained attention. Present small chunks of new information that contain many details and allow for consolidation of information before presenting more new information. Encourage use of a graphic organizer prior to writing tasks so that student can think through his ideas out loud and in writing. Allow the student to discuss his/her understanding of a new concept as this helps them to make connections. Encourage students to read out loud to maintain attention and improve comprehension. Edit essays by reading out loud. Use dictation software programs to prepare essays or research projects, this will serve to improve and maintain flow of ideas. Provide audible books or books on tape. Color code school materials. Break down a multi-step assignment into smaller assignments with short-term
Learning my student’s abilities, interest, aspirations, and values of learning and development can be the most beneficial to understanding how to personalize my lessons. Supporting my students learning development is a must. I will set a community environment, by building trust and rapport amongst the class (Powel, 2000). To learn and determine my student’s strengths and needs I will develop a learning profile on each of them. This learning profile will include tabs such as: biological traits, cultural, social status, academic performance, and learning preferences. To help analyze the necessary information I will use different assessments, parent surveys, student self-reporting, prior standards learned, student records, assignments, and activities to determine knowledge, understanding, skills, and interest. Once the profiles have been made I will then use students preexisting and potential interest, experiences, and their way of thinking to personalize and relate lessons to each leaners, learning level and style (Powel,
Assess the student’s prior knowledge by asking concept questions before the student reads aloud to you.
The teacher has been using district reading series, cooperative grouping for reading activities, using card to follow while reading, cueing before asking questions as well as sticker chart for hand raising and working while in his seat, which has helped.
Ricky seems to be a very smart student and capable of doing the assignments. However, he chooses not to do his assignments and when he decides to he does not complete them. He does not talk in class, but carries casual conversations with his peers in between classes. Ricky comes to class with the materials needed to do his work, but receives negative comments on his report card stating that he does not work to his potential. Most teachers would assume that Ricky is bored and the work is not challenging to him. Boredom strikes every student at some point during the school day, so I do not feel that is Ricky’s problem. I believe that Ricky struggles with structure, and lacks the knowledge needed to understand why structure is important. There is a chance Ricky never learned that obedience is put in place only to serve a greater purpose.
Child A is a forty month old male pupil at this setting and attends regularly for five mornings a week since September 2011. He has two siblings and he is the middle child. He lives with his siblings and both parents. He is one of the younger children in his nursery year. He has not yet formed any friendships with his peers at the setting and children are wary of him due to his unpredictable volatility. His behaviour has also been ...
My main goal as a teacher is primarily to provide students with the knowledge that will help them further excel in their everyday lives, but also to teach students to apply the knowledge they gained and take advantage of opportunities that will enrich their lives. Many times, students learn better when they feel a certain subject is relevant in their lives. I feel that it is important to have a curriculum that is based on the student’s interest, experience and capabilities. Having a textbook integrated in a curriculum is important, but a student will have a better understanding of the subject area when experience is involved. Although there are many different techniques to education, I feel that the philosophy of progressivism and essentialism best fits my style and belief of teaching. These teaching philosophies focus around student needs, democracy, and the basics of education.
...alance is between teaching content and developing skills and attitudes of my students. How many different ability levels and modalities of learning can I accommodate in a single classroom? These and many more questions linger as I conclude the practicum experience.