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Student and teacher interaction
Student and teacher interaction
Student and teacher interaction
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I mentioned previously how I was conducting a little bit of an experiment on my own in my classrooms. Comparing the use of notecards in the spring to the fall when they were not required. Hopefully at the end of the year I will be able to see if anyone actually improved his or her scores by using this study method. I did not consider writing down my results in order to supplement the data. I was simply going to draw my own conclusions and percentages regarding the increase in material retainment. The writing part just didn’t occur to me to be necessary. Reading this chapter really broke it down in terms of organization and it was even motivational. It had me pondering, what if I actually did put the results in writing. Thinking of it in its entirety seemed intimidating, but if I were to break it up into pieces and tackle portions one at a time it wouldn’t seem so obnoxious. I currently keep a small composition notebook of what I have titled “documentation”. This is filled with dates and information that seem significant. Such as this particular student came by for tutorials and wh...
Are teachers enforcing discipline mechanisms in a healthy way for children? Researchers would answer no to this question because of one major factor: removing recess from a child’s school day. In Jessica Lahey’s article, “Students Who Lose Recess Are the Ones Who Need It Most”, she states that “schools continue to take away recess privileges as a penalty for academic or behavioral transgressions”. Many teachers follow this procedure because they assume that they are teaching the child how to act with appropriate behaviors. However, it is a proven fact that eliminating a student’s recess results in a negative outcome. Therefore, recess should not be removed from a child’s school day because this recreation plays a role in their physical health,
The student assessment that I choose for my students to complete in my geometry class was to write in their personal journals. By writing in a personal journal and reflecting on the lesson they learned, I will be “Activating students as the owners of their learning.” (William, 2007) After each lesson, usually at the last 5 to 10 minutes of each class period, I had my students write in their personal journal of what they learned and what information they were not completely sure of. At the end of the class as my students leave, I will hold on to their journal and look through a few of them to see what they understood and what they still need help with in understanding. The students will have three questions they can answer on their journal entries, they are:
... more likely the students will write effectively. When they feel in control of their writing they will gain confidence and be proud of their achievements (Gibbons, 2002).
In the Communist Manifesto Karl Marx explains his historical vision of a revolutionary class struggle between Bourgeois and Proletarians. His views are highlighted from the very beginning “The History of all hitherto societies has been the history of class struggles” (50). Focusing on the development and eventual destruction of the bourgeoisie, which was the dominant class of his day, and the rise of the working class, that of the Proletarians.
Throughout this learning segment students will take part in various informal assessments that will help me monitor children’s progress. For example, for Learning Experience 1 students will be asked to look at artifacts and be asked to use their prior knowledge to think about what they represent. Then they will be read the book I am Jackie Robinson and asked to take part in a class discussion connecting the artifacts to Jackie Robinson and how it relates to their previous language arts story Luke Goes to Bat. Thus, these probes will serve as pre assessments. Students will also complete worksheets that require them to cut and paste the given objects or phrases and glue them in the correct chronological order. These worksheets will serve as formative
“Power is exercised only over free subjects, and only insofar as they are free. By this we mean individual or collective subjects who are faced with a field of possibilities in which several ways of behaving, several reactions and diverse compartments may be realized.” (Foucault)
This week for clinical I got to preform my first dressing change on the surgical floor, as well as felt like there was a lot of issues going on between the nurses and students. I felt ignored and disregard by my co-assign and missed out on some great opportunities to practice my skills.
As a young professional I see myself using my notebook as my quick reference book. I will treat my notebook as a bible and take it everywhere I go. I plan to continue adding to my notebook as I come across useful information that I will benefit having at easy access.
As I start my career as an educator I will turn to the studies of these theorists to continue to craft
Give Students a Break Students at Tech, and indeed at most colleges, eagerly anticipate holidays because they provide a welcome break from classes. Although some may say that breaks only take away valuable class time from students, they fail to see the educational benefits that breaks afford. Tech's sparse holiday offerings take little advantage of these benefits. Tech is harming students, who could greatly benefit from the time breaks offered for relaxation, family interaction, and studying. Despite criticism, breaks do not necessarily have to adversely affect students' education by taking away important class time.
We are now at the end of year. The students are restless, and they can barely wait till summer break. They have thought very little about how their literacy skills have changed throughout the year, but I have. One of the questions I was asked to reflect on, was the challenges I faced with creating my literacy profile. The major challenge was finding samples that related to my chosen standards. This was a lot harder than I original thought. There were several times where I had to create a lesson so that I would have a sample that showed that standard. Other challenges I faced were trying to remember to collect the samples and finding time to assess my binder so I could see each student progression throughout the school year. The overall challenge was trying to find the time to reflect, assemble, and assess my literacy profile binder. On the other side of that coin, bring together all the components of my literacy profile binder has
"The Lesson" tells the story of a 10 year old boy who has lost his
Students are bombarded with hours of homework every night and it interferes with their lives. They are tired of staying up late at night to finish their homework or a paper that is due the next day. They should not have this workload that they have every night because they also have to live their childhood. Life is too short to be staying up until 11:00 because of schoolwork. Homework is unhealthy for students and it is not academically beneficial for them.
Through the implementation of my lesson, I learned I have to work on the assessment and the details of lesson planning. During the planning of this lesson, the assessment was an aspect that needed more thought. The students had a problem with reading the words for the word sort and understanding the writing section. If I were to reteach the lesson I would add pictures to the words on the word sort to help the students to read and understand the words. In addition, I would include a sentence strip for the assessment that the students could copy but then finish the sentence on their own. The writing prompt was too hard for the students, I received various answers some students copied the prompt only while other students understood it and wrote appropriate answers.
The writing class session I observed is a packaged program in which the students have been participating in for 5 months. They all know the routine of the reading and writing workshop and understand “the Daily 5.” The student’s movements are purposeful and there is little time wasted in transitions. The books used by students become more complicated as the students ability strengthens. At the end of the workshop, Mrs. Rammond praised those students who used their time efficiently during “the Daily 5.” She spoke directly to the students who wrote in their journals and asked them to share their entries. The students learned some new trivia about insects, practiced writing and then had some time for art.