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Essays about resilience
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Essays about resilience
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“The Broken Escalator” video teaches us if we get stuck on something to not just sit there, that we can move on to something else and not just wait until it comes to you. It also teaches us that if we fall behind, we can take a few steps everyday to get back up with the rest of the class again, and be on the same level. “The Marshmallow Test” video teaches us that if we are patient and listen to the instructions that were given to us, we will be rewarded and succeed, and move further along/ahead
The forward-tracking movement as used in Ernie's restaurant suggests the forward-tracking shot that is used throughout the film to show Madeleine has an allure for Scottie. Ernie's scene evokes the backward-tracking shot used throughout the film to show how Scottie is bonded to his object of desire. Together they bring out the character that an individual is playing in the film. The camera movement in Ernie’s Restaurant brings out forward and backward tracks that defines the point-of-view structure, but here the camera movement does not straight forwardly articulate a point of view. Instead, the camera is self-consciously sets up to show the relationship between the elements of the point-of-view structure that the rest of the film enacts.
This video was about making a clearer and more interesting introduction. It was effective as the woman talked about the different levels of an introduction and how it should be presented. The diagrams and examples were very useful.
Dweck also promotes that a lesson can be something that can something creative that its only purpose is to develop a growth mindset in students. These creative methods can be something so simple as playing a video and followed by class discussion to group discussion about their own thoughts/meanings or a simple game of “Memory” in order to engage students to learn in a fun
Select and identify TWO concepts presented in the video you find significant as an early educator and explain why you selected these concepts (7 descriptive/detailed sentences)
Jesse W. Reno was the inventor of the first working escalator. He lived from 1861 to 1947. He was born in Fort Leavenworth, KS. The first escalator was built as an amusement ride for Coney Island next to Old Iron Pier in 1895, it only ran for two weeks but more than 75,000 passengers rode it. The first escalator only rose 7 feet up in the air, but it was more than exciting back then. It also elevated the passengers belt 25 degree angle. Without Jesse W. Reno building this inclined elevator/escalator we would not have the elevators we have today. Reno came up with the idea at age 16. Charles Seeberger designed the modern escalator, around 1900, named it what it is called today. Three people have invented a type of escalator.
As a fan of cinema, I was excited to do this project on what I had remembered as a touching portrait on racism in our modern society. Writer/Director Paul Haggis deliberately depicts his characters in Crash within the context of many typical ethnic stereotypes that exist in our world today -- a "gangbanger" Latino with a shaved head and tattoos, an upper-class white woman who is discomforted by the sight of two young Black kids, and so on -- and causes them to rethink their own prejudices during their "crash moment" when they realize the racism that exists within themselves.
The objective of my experiment was to observe how people reacted to a violation in the social norms of elevator etiquette. Generally in elevators, people fill in starting from the back, face the elevator doors, and rarely make verbal contact with others. Unless the passengers of the elevator know each other, conversation is sparse and often limited to small-talk. As a result of this, my goal in the experiment was to introduce a foreign behavior to the elevator, something that nobody would expect while going about their day. Thus, I entered a situation where a certain set of expectations was in place, such as the informal rule that individuals should stand (rather than sit) in an elevator, and violated those unspoken rules without acting in
Every video I watched displayed tools that I could use in my own classroom. The instructional strategies and models used in the classrooms were great. My current teaching philosophy about instructional strategies and models would be that they are great to use. As a teacher, looking for ways to help teach certain lessons is a must. Every teacher found different ways to teach the materials to their students. It is always great to have resources in the classroom to look back on. Students love to have resources to guide them. In the video (Case #1112), I would emulate their strategy by letting my students use a textbook. I feel that textbooks are reliable sources and can be used to validate certain materials. In the video, you can tell that the students were using the textbook as a tool to prove their discussion with each other. In the video (Case #876), I would avoid assessing my students in whole-group discussion. I would have my student in groups to see how they communicate with each t=other about our discussion. Seeing my students evaluating each other’s opinions would be a great way into assessing their knowledge about the lesson. A classroom environment I would like to teach in would be with students who are ready to ask questions. Students who are not afraid to express their thoughts about the instruction. It would be easier for me to assess my students if that were
The first student was Nathan, who struggled with phonemic awareness. I was interesting in seeing Nathan’s problems rhyming and how that was how his disability was diagnosed. His disabily was only seen in his written language and did not influence his communication skills. I thought that it was interested in hearing that a student’s avoidance of something that’s hard can be commonly mistaken for attentional issues. While I was watching the video I came up with ideas that I thought that the special education teacher should do with Nathan. Some of my ideas were for Nathan to work on
The main character of this book is Sylvia Barret she is a recent college graduate, and works as a high school English teacher. Sylvia would like to work in a nice private school, like so many of her friends. Instead Sylvia takes a job with the board of education, in a nieve attempt to reach out to the under privileged inner-city children in public schools. Sylvia battles with so many choices in this book. In the end she makes the right ones.
Where should the video go in the instructional cycle? beginning, middle or end and make sure you think through where the video (or if a video) is best suited for a particular lesson.
A woman died after being sucked into an escalator in a shopping mall in Jingzhou, China, but she was able to save her 2-year-old son by pushing him out of the way.
Using videos in the classroom provides multiple avenues for learning. Not only do students learn by seeing, but this also helped students develop auditory skills to be able to listen. Because visual learners learn by seeing, I can use maps to help students better understand concepts in social studies or history. Seeing where the pioneers traveled as well as talking about the climate and harsh conditions will allow the students to make sense of how the people had to survive. Another way I can utilize my talents are making posters with eye-catching cartoon characters. This will provide an opportunity for me to be creative and draw, but also make the subjects more appealing for when the posters are hung in the classroom. Graphs will prove to be helpful in math because I can do an experience, but also mark the results using a chart to provide a visual. This will also provide lessons in visual, auditory, and kinesthetic learning. Graphic organizers will be used a lot to compare and contrast two stories. This will make it easier to see the differences and similarities. Using my graphic organizer as an example, students have an example of what their work should
All three videos touch on the diversity of people around the world in different cultures. Video one explains that people everywhere are alike, but very different. My favorite, video two, states that among the peoples in the world we find not uniformity but amazing diversity and variety. In the last video they took a more hands on approach, attempting to study how each society adapts in its own environment. What seemed to stand out the most to me throughout all of the videos was the importance of giving up ethnocentrism. It was expressed in The Nature of Anthropology, every culture is special – regardless of their views and beliefs. The Nature of Culture video states that the chief cornerstone of anthropology is to acknowledging that each culture is as valuable as any other. While watching How Cultures are Studied, the Anthropologist said, one of the obligations and responsibilities of anthropologist is to communicate the very important concept of cultural relativism. I would have to agree with this information, in order to fully comprehend someone or another group of people that is different from oneself, you must be open minded. If you’re not open minded, you will miss the opportunity to understand, learn, or grow. They explained that a lot of cultures are dying because of ethnocentrism, and the death of one culture is a devastating loss to every culture. I hope this sad truth dies before another
Before watching the video, I was not sure I had included the students enough by asking questions and having them interact with me, but the video showed that I did indeed ask plenty of questions of the students rather than just talk at them. My goal had been to engage the students as much as possible in order to keep them focused and interested. Watching the video, it was apparent that I stayed within the time allotted for teacher input and guided practice. At the time of the lesson, I felt like I had been teaching those two components for much longer. Watching the video, I could see that having students come up to demonstrate on the Smart Board added more time than I had accounted for and so I need to remember that when I am planning lessons where I will have students demonstrate their knowledge.