The learning environment in my classroom starts off on a positive note, continues on a positive note, and finally finishes on a positive note. Students enter my classroom and are greeted at the door, I shake their hand and tell them either good morning or good afternoon, depending on what type of day it is. At the beginning of the year students are hesitant to do this, but after that first day I explain to them that in the professional world a handshake says a lot about a person, and often sets the tone for either their conversation or interview. We discuss how a handshake should be firm but not crushing, have good eye contact, and students should smile and say good morning or good afternoon. Sometimes students have had a horrible day, …show more content…
Students are required to learn the Iowa Standards, and are tested throughout the year to make sure they are meeting these standards. If students are not meeting the standards, we meet with these individuals to discuss where they are deficient at and come up with individualized goals to help them become proficient at the Iowa Standards. I do everything I can in my classroom to ensure that my students are reaching and exceeding these goals. In order to do this, there are many formative assessments that I utilize in my classroom to ensure that students are learning the material. Some students are embarrassed at letting their peers know that they do not understand the material being presented. Throughout our daily lessons students have the opportunity to use their chromebooks to tell me that they do not understand. Student’s chromebooks come equipt with a red and green light on the outside of their lid. Students can turn these lights on and off at a touch of a button. If students do not understand the material I am going over they can turn on the red button, and if the student understands the material being presented they can turn on the green button. This will let me look around the room quickly to see if students are understanding before we move on. This doesn’t mean that I stand at the front of the room all of the time. During instruction I circulate around the room helping students with examples that we go over in class. I can catch any mistakes that students are making, or spend some extra time with students who do not understand the material. Sometimes I have students helping their neighbor when I am not able to make it over to the student who is struggling. These two methods allow me to help students who are struggling in class each
As I chose to take this class and better my writing skills at a college level, I knew this class was going to be difficult. With a total of four essays to write I knew I had to be on my game from the beginning. Throughout durations of this class, I have learned how to become more responsible, plan ahead of time, and how to become a better writer. With each mistake made i have been able to learn and improve. An Ad Analysis, Comparative Analysis, Narrative, and an Argumentative Essay are the four papers we had to write for the course.
My greatest area of strength in assessment literacy is during the test administration, because I believe I do a wonderful job providing directions for the students, I monitor students and watch them to make sure they are not cheating with each other, and I make sure the testing environment is conducive to high achievement. When my tests are distributed to my students, I make sure to read the directions of each section of the students and ask my students if they need any more clarification on the section directions. If students forget the directions while the test is taking place, I make it a point to clarify for them in private and then announce to the class a reminder for each section. This usually happens when I monitor my students during the testing session. I make sure that I am visible and mobile inside my classroom. I want my students to do well on tests and gain confidence that they understand the concepts being tested, but I want my students to be self-motivated and self-reliant and to not look to their partners for the answers.
students do not learn the same way as their peers. We have to modify and try to explain things to
I am only able to describe what I have seen and observed in my personal surroundings and how I have interpreted the different situations. The average greeting pattern of students in the student union of ISU looks like the following example: The two opponents walk toward each other, recognize the opponent as somebody known and the first signal is usually a smile flushing over the faces of the opponents. The greeting procedure itself is mostly practiced by a “Hello, how are ya”, or a “What's up?”
My portfolio will demonstrate the skills and writing techniques I have developed and honed while taking the course English 1010 at the University of Memphis. Some of the techniques and skills I have learned include how to write with different persuasive strategies on the audience and how to incorporate critical thinking into my work. As well as these skills I have learned how to apply an effective composing process to my writing and have fine tuned my writing abilities. Writing with different styles on different topics has improved the way I approach writing papers. These styles helped me learn quickly, therefore making me a better writer and student at the same time.
The class was filled with loud, inattentive children. When the school-children became disruptive, the teacher would just continue to teach like nothing happened; she mentioned to me on the side that, “It is their loss if they are not paying attention to the lesson…I am not going to stop the lesson just because of two or three of the children.” Those scholars are an interruption to the other students who are actually paying attention and trying to learn; Ms. Stone could have sent them to the hall for distractions. If the school-children were verbally being preoccupied, they were technologically sidetracked. Some pupils were playing games on their iPads, and diverting the attention from some of the other students. The grades were so bad that Ms. Stone had to throw away the quizzes and prompt the class for “pop quiz” with the same material on it for the next day. My anticipation for the class lessons were also incorrect; homework was submitted online, course notes were given and completed to the pupils via the teacher, and the assignment was online to complete and submit online. The learners accessed the homework AND the required textbook online with the iPad the school provided. Only a handful of the scholars were accepting the mathematical challenge in that classroom, and those scholars were the sophomores of the
The term reflection means the examination of personal thoughts and actions. For nurses this means focusing on how they interact with their colleagues and with the environment to obtain a clearer picture of their own behaviour. This means it is a process in which a nurse can better understand themselves in order to be able to build on existing strengths and take appropriate future action (Somerville, 2004). Reflection is a way to bring your own intuition along with empirical knowledge together. Reflective practice in nursing is guided by models of reflection. Reflective practice model serves as a framework within which nursing or other management professions can work. Reflective practice model is also a structural framework or learning model that serves the purposes of a profession and is particularly applicable to health related professions. Reflective practice enables practitioners to learn to value themselves as significant people with values and feelings that are important factors in giving care. Whilst reflective practice allows the nurse to recognise the value of their experiences, they may also need support to work through a difficult situation. This is where reflection aids nurses in dealing with these challenging experiences (Johns, 1995). Reflection on experience offers nurses the opportunity to reflect on caring in practice in ways that its nature can be understood, where the skills necessary for effective caring can be developed and most significantly, where the values of caring for people can be highlighted, both to the individual nurse and the world in general (Johns 1996)
It is good to be reminded that God created the human beings and creatures after creating the world. Though it could not have been vice versa, it is/was not impossible for God to have created two different places as the abode for humans or creatures and living beings. God could have created humankind first, but the Book of Genesis records and reminds us that Adam was formed out of the dust, the first place for him to begin his life with and from and, the final resting place for him and the other humans until today. It is also possible that God could have formed human like statues out of dust and, not breathed life into them, but God chose not to. I am curious to know what life would have looked in that fashion and since God breathed life into the man made out of dust, what was the purpose of
Cooperative learning and feedback are also key strategies within this instructional unit. Students will use rubrics, a form of feedback, to observe each other’s performance. Students will then discuss the rubric with the peer observed in order to praise correct techniques demonstrated. Likewise, the use of this peer observation will allow students to have an insight the techniques they are displaying that are improper and offer advice on how to correct these errors.
Not many people of the college student age or younger shake hands anymore. It has become a foreign form of communication and is usually only associated with more professional confrontations. “Few people have any idea how they come across to others in initial meetings, despite the fact that most of us are aware that the first few minutes of that meeting can make or break a relationship”(Pease 64). In the data I recorded, the two people who greeted each other were to males and they seemed like good friends. They were definitely southern country gentlemen from the way they talked. They both smile and shook hands with one asking the other, “Hey man, what do ya know good?” with the other gladly replying, “Not much, you?” Such a simple way of greeting one another and it made both of them aware that they were glad to see each other. Instead of a fri...
Before I took ENG 210: Foundations of Literary Study 1, I was not sure what I was going to expect. In the past, I have taken English or literature courses that were either really easy or really hard, making it difficult for me to predict this class. For many students, including me, having to read books assigned for a class seems very intimidating and stressful at the same time. Seeing the initial reading list, I was worried about how I was going to read eight books in one semester. I’m sure that you will feel just as overwhelmed when you first see the syllabus and notice all the papers and books that you will have to cover in sixteen weeks. Looking at the course schedule, however, I knew that I was going to be able to stay ahead of all the
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
Some of the formative assessments I used included asking students questions and observing how they were working and discussing the information needed for their videos with their partner. Other forms of formative assessments included providing feedback and generating whole group discussions. I found myself using observations and feedback more frequently throughout my lesson. As I walked around the classroom, I noticed the students
...ercent, I alter their assignments and meet with them prior to the final grading. In this way they focus on the task at hand instead of the final outcome. Too many students focus on getting it done and not taking the time to make it meaningful.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.