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Integrating interactive whiteboards for effective teaching
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Many college students struggle in math because they are not used to the fast-paced classes and challenging work. Boise State University offers learning assistants to guide students and help them understand the concepts taught in class.
Josie Derrick is a sophomore at BSU and currently majoring in mathematics. She began conducting math sessions in the 2016 spring semester. The opportunity to be a LA was one she couldn’t pass up. “I want to be a Math teacher, so being able to help student understand concepts is really helpful, and it’s better than being a tutor because I get to help them understand the process.”
Learning assistants come from a variety of departments, including math and science. They attend the class they are assigned to, along with their regular classes. Here, they act as a
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Although this may seem comical at first, she explained that the reason she loves whiteboard markers is because they allow everyone to see a problem and make changes. Grinning, she added; “You can also make other people come up and write on the whiteboard.”
One element of learning sessions that Josie especially dislikes is that “it’s supposed to be more student guided than teacher guided, but the students want the learning assistant to guide them because that is how class is run.” This can be seen during the actual sessions. In the beginning, some students are hesitant to actively participate; however, when they do, the sessions flourish. The students are willing to hearing other’s ideas and the tips that Josie has to share with them.
Josie is a supporter. She nudges the students in the right direction and gives hints, without revealing everything. For some students, they just need help understanding the concepts that are taught during class. Others want to know why different techniques are used. Being a learning assistant provides Josie the opportunity to improve in her field while helping others
Lavoie transforms a panel of primarily general education teachers, parents, and school faculty members into a room full of students with learning disabilities. He uses techniques such as fast-paced interrogation, anxiety-provoking activities, cognitive manipulation, and rhetorical questioning to create nearly impossible learning situations for any learner. As a typical learner, I had never
As a teaching assistant in the nursery I would ask the teacher exactly what is required from me in delivering certain learning activities to the children, if I am unclear I would ask the teacher more information and ask if I could shadow a member of staff, so that I can feel more confident to deliver the learning activity, same regarding recording so that I know exactly what to record of each child’s participation to learning activities. I have strengths and weaknesses and this is common for a lot of teaching assistants, therefore my strengths are my interpersonal skills being bi –lingual and having 20 years of experience in working with young children, I am confident in literacy, problem solving, and ICT, in numeracy I am not as confident therefore I would enrol on a numeracy course to support myself and my personal development in learning, in that
...to prepare my instruction as well as take more time to explain my instructions to the class. This way I can clearly communicate my lesson more thoroughly to the intended class. Next, the media I chose wasn't very effective. Due to the time and the place, I may choose to use colored pencils or markers instead. This will allow the students to create cleaner, more vibrantly colored lines.
... required to regularly progress monitor each student, work one on one with all students at least once a month, assign students strategies and assignments to boost fluency and comprehension.
I being a teaching assistant needs to recognise the child or young adult is at the centre of the learning by treating everyone as an individual learner.
Repeat this process until the difference between the next guess and the current is within the accepted level of accuracy. The better your guess, the fewer the number of iterations needed to get the square root. A good first guess is typically half the number whose square root is to be calculated. The process is ten repeated until the desired accuracy is achieved.
It is a brand-new school year for St.Joseph High School. Everyone seems excited to see friends or to be engaged in the course they love. For me, I was very excited to be taking Math 31 with Mr.Abad being my course advisor. In the previous years, I was always fond of Mr.Abad’s teaching style because it always seemed to make sense for me.
In this case, the teacher play the role of facilitator or counselor, which means he had to facilitate the material, but it is not responsible of all the work, the student can communicate his opinion, and the teacher must help, without doing all the work.
I have recently taken on the task of completing a Foundation Degree in Early Years, Play work and Education at Cambridge Regional College. It has been a 3-year course and I graduate in October 2017. I am very lucky to be completing this degree and furthering my knowledge and understanding of the education sector. After completing this, I will be moving onto my BA Hons Top Up degree in Education. Here you can see a photograph of my poster I made as part of my assignment for Equality and Diversity and it talks about all the different pieces of legislation that surround Equality and Diversity. Next is my Work Based Learning project where I had to research about something within my school and try and adapt my learning and teaching. I chose to look
Teachers observe how the peer leaders grab the attention of the students and how they connect, so they can do a better job on enhancing the learning of the students. As the author, Fiske, says,“‘First, teachers should be encouraged to move beyond describing what they see and experience and to analyzing what is happening in their classrooms. Second, teachers should be encouraged to think about problems from an alternative perspective, particularly their student’.” For example, Mrs. James has students in her classroom that struggle with her Grammar assignments. Mrs. James continues to try and find different and unique ways for her students to actually get her lessons. She encourages her highest grade student to re-teach her lesson on Grammar. As the student, Marissa is re teaching the class this information, Mrs. James goes around the class with the role and her notebook. She’s taking notes of how each student is taking their own notes over the lesson, and she puts them all into categories. The categories are based on what kind of learner the students are: Auditory, Kinesthetic, or Visual learners. Mrs. James creates a whole new plan on how she can get reach her students on a different level for their understanding. Teachers have to learn how to deal with specific students in their classroom. Reading a curriculum and instructions aren’t going to
The interactive whiteboard has been in use in the corporate arena for many years and has been successful in making impact on customers through a seamless presentation of data. The interactive whiteboard has made a jump to the classroom and has been able to have just as significant of an impact but for many different reasons. The interactive whiteboard has become a tool to engage students, provide for student involvement in the learning process and has generally made learning more fun for both teacher and student. There are many articles about the use of interactive whiteboards and there have been researchers throughout the world measuring the benefits that these boards are providing to the impact of learning and delivery of knowledge.
From my observations week by week I have noticed the teacher differentiates learning to help her students engage using their personal interest and attitudes towards school. For example one of the students Darian is not asked to sit on the rug like the rest of the students as he is more focused when he is sitting in a desk rather than on the rug. Because Ms. Diaz has had this specific student for the second year she understands that he functions better in his seat than he does on the rug. I also realized the teacher sets goals for her students giving them the sense of feelings that they have control over their learning and what is being taught in their classrooms. Because Ms. Diaz is a big supporter on peers helping one another, the students
As a secondary subject, society often views mathematics a critical subject for students to learn in order to be successful. Often times, mathematics serves as a gatekeeper for higher learning and certain specific careers. Since the times of Plato, “mathematics was virtually the first thing everyone has to learn…common to all arts, science, and forms of thought” (Stinson, 2004). Plato argued that all students should learn arithmetic; the advanced mathematics was reserved for those that would serve as the “philosopher guardians” of the city (Stinson, 2004). By the 1900s in the United States, mathematics found itself as a cornerstone of curriculum for students. National reports throughout the 20th Century solidified the importance of mathematics in the success of our nation and its students (Stinson, 2004). As a mathematics teacher, my role to educate all students in mathematics is an important one. My personal philosophy of mathematics education – including the optimal learning environment and best practices teaching strategies – motivates my teaching strategies in my personal classroom.
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.
As Nunan (2003; cited in Țurloiu & Stefánsdóttir, 2011) suggests, autonomous learning involves teachers' playing the role of facilitator -not the source- and allowing the L2 learners to be the decision makers in the classroom. Based on Lowes & Target (1999; cited in Țurloiu & Stefánsdóttir, 2011) teachers need to expose learners to the situations which involve exposure to L2 and language use. Besides learner's involvement in all aspects of learning, Țurloiu and Stefánsdóttir (2011) emphasize the role of learner assessment in developing autonomy. It means that they should be able to examine their knowledge and try to be self- reliant; of course this does not underestimate the role of teachers. On the other hand, Tomlinson (2003; cited in