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Diversity examples in the classroom
Diversity examples in the classroom
Diversity in a classroom
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1. The article and the picture of the ballerina Misty Copeland on TIME magazine set a perfect context for teaching vocabulary for these five words: ballerina, vaulted, diversity, garnered, evidenced.
2. I would begin to teach these vocabulary words by asking, “Do you know ballet dance?” “Where is the country origin of the dance?” Have you ever watched the ballet dance performance before? Do you like it? Do you know the famous “female ballet dancer” Misty Copeland? What is the word to call a “female ballet dancer”? [ballerina]. [Showing the picture of Misty Copeland. Give the handout of the article with the new vocabulary words removed and left blank_______ in the article]. Continue...
The first time after 75 years, the American Ballet Theatre
When it comes to personal information in America, the genie is out of the bottle. As such, information security will continue to be a pressing concern especially to most of our top three-letter-agencies such as the CIA (Central Intelligence Agency), NSA (National Security Agency), DOD (Department of Defense), and HS (Homeland Security) as most of them are staffed with employees with top secret security clearances (also known as TS).When someone is given this clearance, not only are they slated to uphold an allegiance to core values but they are also entrusted with our nations’ sensitive secrets and are held to the highest standards. Many of these professionals are honest and loyal to their country, but all humans are susceptible to preservation, desires, and needs that the famous psychologist Maslow showed in his famous hierarchy of needs pyramid. As such, without undue temptation and trickery most handle their jobs well and uphold their commitments to quietly (sometimes loudly) dedicate their lives to patriotism.
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
Katherine Dunham not only significantly contributed to the rise of modern dance, but she was also a pioneer in the field of dance anthropology; and a staunch political and social activist. Dunham was born in Chicago, Illinois and primarily raised in nearby Joliet, Illinois. Dunham first became interested in dance when she was a teenager and trained with Ludmilla Speranzeva, formerly of the Moscow Theatre, Vera Mirova, Mark Turbyfill and Ruth Page in Chicago before and during her college education. She even started her own private dance school, Ballet Négre, in 1930, while at the University of Chicago where she first began to cultivate her own technique that would change modern dance.
I was interested in finding out how teachers can help ELL students to develop this type of vocabulary and whether or not there is a highly effective technique that can benefit every student in class. As classroom teachers we need understand the unique needs of our ELLs. We need to understand that while they are just as capable as our native speakers, they are at a distinct disadvantage because of the amount of information they must process all at once that is in a language they do not fully understand. I have found that there are a number of ways that teachers can foster vocabulary growth in ELLs, I am going to focus on of the most effective: use of graphic organizers.
Martha Graham is a one of the many 20th century important dancer and she’s also the mother of modern dance. She was born in Pittsburgh, Pennsylvania on May 11 1894. Her teen years she studied dance in Los Angeles. Where she studied was at Denishawn. In 1926 she then had her own dance company in New York City. Martha still was dancing when she was 60 and she also choreographed. In the Autobiography by Victoria Phillips Martha Graham saids this about her Autobiography, “I am not out to make a preach about my life. Some of it has been wonderful and I’ve been very, very fortunate some of it I regret. The things which are, perhaps, too private to ever reveal—one refuses to reveal.” (Phillips 65).
Looseleaf, V. (2009, May 15). Eleanor Powell | Dance Teacher magazine | Practical. Nurturing. Motivating. The voice of dance educators. Retrieved April 26, 2014, from http://www.dance-teacher.com/2009/05/eleanor-powell/
Math is a complex subject to understand. I want to provide students with as much peer discussion and hands-on activities time. This will allow students to problem solve, explore different outcomes and learn from each other. Learning the vocabulary word will help students explain their concerns, unclarified issues and help them to
Students will use vocabulary builders to help them become familiar with new vocabulary related to the topics being covered in the Chemistry
Next, model for students how they would share the vocabulary word they found with their group. Use the word cur for example. Say, “if I was the vocabulary vulture and cur was the word I wanted to share with my group, I would ask everyone to turn to page 4 paragraph 2. I would then read the sentence out loud. Next, I would ask if anyone knows what the word means based off of the paragraph. Then I would share the definition and make sure it made sense with the sentence in the book. Then, I would show everyone my sketch to help them remember the definition.”
When the teacher was giving instruction to the students she would point to one of the charts to help students understand and practices their vocabulary. The teacher was able to accommodate students by drawing pictures and modeling students when she was explain. For example one of the words on the vocabulary chart was (pilgrims) the teacher defined the word first with a picture to help students understand and activate their knowledge. Then she would write the definition and would use echo reading to help students develop
At the beginning of each unit a vocabulary list is given out, and as the vocabulary is gone over within the lessons emphasis will be placed as to where the students may find the terms on the vocabulary list.
Even though my writing has progressed since the beginning of the school year, there are still a few parts that I need to improve in my writing to become a better writer. My vocabulary isn’t that strong and for the second semester, I would like to start to build my vocabulary and use better words in my writing. I think I can accomplish this goal by memorizing a useful, common word everyday and using it somehow in my daily life. I can also use better words by using the thesaurus while I’m writing. I don’t mean to use the thesaurus and translate every word I’m using but change a few wo...
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...
My host teacher is very efficient in implementing vocabulary in her kindergarten class learning. The kindergarteners are eager to learn, and are always asking what words mean, just by looking at their sentences during my time observing in the classroom their vocabulary has developed. Whenever my host teacher is reading a story to the students, she makes sure to address new words, and guides them to understand the meaning of the word. She never gives them the definition, she encourages the students to infer what the words mean, through context clues, such as rereading the sentence and trying to find words that will help explain the meaning, or by telling them to look at the illustrations for clues about the words meaning. She takes her time
...self-esteem scores were lower for those who participated in beauty pageants. After examining all the series of test the study concluded that there were no significant difference between the participants when it comes to the bulimic behavior and self-esteem, which drew the conclusion that the effect that these women who had participated in childhood pageants was linked to media exposure. The media expose them to what they think is the perfect body which is the thin female ideals. Individuals who had interpersonal distrust were due to social comparison. These individuals have the general feelings of insecurity as well as different and specific feeling when they are led to believe that they do not represent the thin ideal which leads to both increased in anger and depression. They starve their selves in order to obtain that perfect body which leads to eating disorder.