What did you make of Gallas' "Science Talks"? What was her agenda? Is it okay that the answers that the kids came up with were generally wrong? Should she have corrected them in the end? What was her goal for the activity? What did you think of the thiking of the 7 year-olds? What might we take away from the autobiographical sketches of the scientists? Any common themes? From the beginning of the reading, I was wondering what she was expecting of her students. At first, I didn’t recognize that the dialogue was in a class, I thought sibling or friends having a conversation. After that, I realized they were students in science class making an argument about the difference between the weight of water and ice. The reason that I didn’t expect students
The central issue with the general education classroom teachers and Ms. Isabelle is that they were so willing to push Juanita onto Ms. Isabelle and not put any real effort or make changes themselves. That dealing with Juanita was a hassle that they were overall not willing to put up with, and that Juanita be put in special education even though she did not fit statistically wise.
What were your reactions? The teacher cares about the emotional well-being of her students. Several students have learning disabilities and she makes accommodations for them. For example, students that are diagnosed with ADHD have preferential seating. Students that have sensory needs are situated in the periphery of the room so that they
...hat she does not obliges to what she said to her daughter on about staring to other people. She stared and looked at the teacher twice, which would demonstration that the mother does not like something about her. “Her lips are quivering,” said the daughter showing that her mother had tremble when she was talking to her. They touch and press the lips as an old game but instead the mother put her hand down on her side that indicated it was not part of the old game it was different. The mother shoes as she walked down the hallway from her daughter and the teacher made a very loud sound. Singing and talking in the classroom as they walked towards the room was still not loud enough to take away her mother shoes walking down the hallway. Here the mother is showing emotions that she does not approve of the teacher as in her actions and having loud steps down the hallway.
In “Gryphon” by Charles Baxter, a class of fourth grade students gets a substitute teacher. She is very eccentric but knowledgeable and tells the whole class a lot of myths and facts. It is up to the class to decide what is true or not.
When Miss Hancock came to teach at the high school, she was filled with eccentricity and liveliness. This enthusiasm quickly turned into disappointment as the students swiftly discounted Miss Hancock. The student's first impression of Miss Hancock was that she was a joke, and they didn't take her very seriously. This rapidly dampened Miss Hancock's spirit "By then, stripped of 15 years of overblown confidence, she offered her material shyly, hesitantly, certain of rejection, of humiliation," (Pg.
She analyzed conversations among her students to find out what helped them in becoming engaged in the classroom discussion. The class she chose as her subject had eleven women and nine men. Tannen said that she observed the class for a good amount of time when she concluded that almost all the men talked in class occasionally. The student who talked the most in class was a woman, but then she mentions almost half of the women did not speak at all in class. Tannen decided to divide her class in ways where she could prove her thesis statement that having both genders in the same classroom is an issue. She analyzed the students, separated them into three groups that are relevant to each, from their degree, gender, and the conversation style that she observed from each student. Naturally, she focused on how the all-woman group became talkative once the men were gone. At this point of her essay, she focused too much on what she was trying to prove with her thesis statement rather than really giving the readers to consider the other side of the story. As Tannen goes on with explaining the experiment she conducted in class, she started to divert with including the ethnicity of some students. The foreign students tend to talk less despite what gender, therefore counting the validity of their contribution out. The information provided towards the end of the essay started to become irrelevant. This part of her essay was very weak, showing some obvious bias as she was sharing the information
He tells us that when he was in school he and another student met with a tutor every week, after reading each of their paper’s the tutor would then tell them “in blistering detail” what each of them should have taken from the readings and written without showing any “delicate concern” to their feelings (3610). In contrast, his daughter, Frances will participate “in discussion groups with professors and teaching assistants, all of whom have been trained in sensitivity and diversity (3611).”
She explained how he would never take part in practicing manners that we were taught in kindergarten such as saying please and thank you or accepting responsibility for your own mistakes. Everyone thought he was a jerk according to her, implying that behind his back people would talk down upon him, but to his face they would respect him. The way she explained the relationship between her boss and his employees was very clear, it made me think of when I was in high school and they way all of the students looked at our principal. She was a female, and every student seemed to all wonder, “what happened to her to make her be such a bitch”? No one would say anything nasty to her face, but behind her back it was a daily activity for a group of students to roast
Ferinad Puretz, Max. 'True Science', Review of Peter Medawar, Advice to a Young Scientist. N.p.: n.p., 1980. Print.
Being in school was different for August, but he was still learning more and more each day. On page 65 it says, “Your deeds are your monuments.” August had to write a paragraph about what he thought this precept meant and when he turned it in it might have been the best in the class. Not only did August know how to interpret quotes and precepts he also was very bright in science. On page 15 Mr. Tushman talked to August about a science elective he could take while at Beecher Prep. Even though August only answered with “uh huh.” he did seem engrossed in the idea of it.
“Stop spacing out, Mr. Anderson,” Mrs. Sorun said, who had thrown a paper wad at my head. “Part of your grade is listening to what your peers have to say and right now you’re failing.”
Mrs. Carter, the school nurse, told the principal in confidence about Miss Hiller’s feelings of discouragement and disillusionment with teaching. It will be particularly difficult for the principal to directly approach Miss Hiller with her problems because Miss Hiller may become defensive or embarrassed, and may feel distrust towards Mrs. Carter whom she shared her predicaments in secret. The principal, being a person of authority in school may approach Miss Hiller in the capacity
On February 6, 2017 I observed and interview a couple of students in Mrs.Goshay classroom. Highlands Elementary school is located in Hazel Crest, Illinois. Highlands elementary school is from Kindergarten to fifth grade. My host teacher name is Mrs. Nina Goshay. I have been observing and working with Mrs. Goshay classroom for about three weeks. There are twenty-one students in the classroom there are fifteen boys and six girls. Mrs.Goshay has been teaching for twelve years and she teaches all subjects. Mrs. Goshay science time is about thirty to forty-five minutes Monday through Friday. They are just now catching up on Science because Mrs. Goshay just came back a couple of weeks ago from maternity leave. The teacher and students has been working on a Predictions-will it float or will it sink for the past two weeks for Science.
By the time the students ended their reading and learned about Zoe’s kind action, they learned a new vocabulary word, empathy. With the seven questions at the end, I want to reflect on Question #6: What did you learn from “Helping a Friend”? That question allowed students to synthesize their answers, and I recognized a behavior I learned from ED 517 about human development. According to Vygotsky, “private speech is vocalized speech addressed and adapted to oneself. Thus, private speech is neither social communication nor silent thought, but vocalized thought” (Jones, 2009, p. 169). With heads aimed in the air and lips moving with silent thoughts, the children were alone in their processes of thinking. Their thoughts were not directed to others, and they were formulating
Todd Anderson is a freshman here. His brother was a Valedictorian, and a recipient of the National Merit Scholarship. Todd’s parents expect him to be like his brother. Anderson’s roommate is Neil Perry. His father makes him drop the school annual in order to have more time for studying. On the first day of their classes, the two boys are exposed to orthodox uncreative and uninteresting teaching style. Math professor gives them homework "all 20 questions at the end of the first chapter are due tomorrow". Finally, they have English class. It is taught by a new teacher – Mr. John Keating which methods are very unusual from the traditional ones. In the first class, he takes the students out of the