Term One
The 3rd of March to the 10th of April
Jonathon and I had a wonderful start to our tutoring sessions. Fortunately we had already had the time to get to know one another whilst I was on placement in his classroom as a student teacher. Jonathon was very enthusiastic about starting tutoring with me on the 3rd of March.
Session One: Jonathon and I worked at his house after school and he had a fantastic work ethic and concentrated for the hour and a half session even though he was we were working with a difficult text. The last part of the session was spent playing a game.
Session Two: Jonathon and I worked after school, at school for an hour. We spent an hour going over new words, reading a section of the same difficult text and started on his spelling homework. Jonathon’s concentration level was again fantastic in this session.
Session Three: Jonathon and I
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Jonathon read a book to me, we went over his word list and we completed his homework book. Jonathon’s concentration in this session was unbelievable. In my tutoring sessions I believe that there is a noticeable difference between working in the afternoon and in the morning.
Session Eight: Jonathon and I worked first thing in the morning at his house for an hour and a half. Jonathon read his book to me, we went through his word list and I discussed some strategies for spelling and reading with him. We played a game in the middle of the session and to finish we started planning a story to write. Again, Jonathon’s concentration was fantastic in this morning session. He was willing to have me work with him all day.
Session Nine: Jonathon and I worked in the afternoon at his house for an hour. Jonathon read his book to me and we went through his words. Jonathon was a little distracted in today’s session. This may have been due to a few people being in his house at the time. He was very excited to talk to
In my 1109 class our task for eight weeks was to observe a tutor and writer working together during fifty minute sessions. This took place at the Writer’s Studio here on Newark’s OSU campus. The tutor I observed was Wyatt Bowman and the student was Adam Bielby. Ad...
For me, the whole process went quite smoothly. I enjoyed working with Jacoby. We had a great rapport. I had the opportunity to assess the student in a minimally distracting setting and a reasonable time frame. Furthermore, Jacoby was eager to read out loud.
Before entering the tenth grade, I decided to become a Campbell Hall Mentor. I thought, “What a fantastic way to give back and help an incoming night grader.” Boy, was I right. Mentoring allowed me to share my wisdom about the “Campbell Hall Way.” I showed my mentee how to study, maximize his free blocks by doing homework,
"Not late...nice Isamu and Akane,"The teacher smiled.The clock dinged just as a male with white hair entered.He growled as he realized what just happened."Late,"The teacher sighed before writing onto a clipboard and pointing to a pair of numbers and words.Akane read the numbers quickly.Page 121 of book 3.The two friends searched for their books and Akane realized she left that particular book at home.The boy in a dark brownshirt smiled and passed his book to her happily.He had studied the subject last night like he was supposed to,unlike his friend had.
For this assignment, I had the pleasure of working with the same student I worked with for the first assignment. My student is in second grade and I well be referring to her as J.R. While working with J.R., I assessed her using four different assessments and I really got to understand her as a learner. This assignment was different from the first assignment because I was able to dig deeper into her literacy knowledge and I was able to identify many of her strengths and areas of need. I feel like I understand J.R. a lot better because I now know about her personally and educationally.
My placement at Reese Elementary is going extremely well. I am enjoying my time spent observing and interacting with the students in Mrs. Church’s second-grade classroom. I love that Mrs. Church always has something new for me to do so that I can get as much experience as possible. Some of the new activities I have done includes giving a spelling test to the whole class, helping students with their math problems, and reading an accelerated reader test to students that have a hard time comprehending what they read. I always look forward to the time I spend in Mrs. Church’s class and look forward to the task she has ready for me so that I can get a better experience. Also, the students in my host teacher’s classroom are amazing, and they brighten up my day as soon as I step into the classroom.
Kohn, Alfie. "Does Homework Improve Learning?" Alfie Kohn. Alfie Kohn, 2006. Web. 2 Apr. 2014.
Lengthened school days help to create a supportive environment for studying. After school, it is difficult for children to concentrate on homework. Many children’s homes are too crowded, and they are usually distracted by parents, friends, TV, or games. There are many other interesting things that they can do out of school, so students forget about what their teachers told them to study. Also, parents cannot help too much with their homework and only waste children’s time or give incorrect answers. My father tried to help me with a math course. I could not understand his explanations, because he was not a professional tutor. Finally, he confused me even more, and I had to make an appointment with my math teacher.
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
The class in which the observations took place was a Year One and Two class with twenty six pupils in the class. Adults within the class were the Teacher, one Teaching Assistant with the occasional help of a Special Needs Assistant. Confidentiality is important within the classroom setting therefore to respect the individuals own confidentiality they will be known as Child J throughout this assignment. Child J is a male aged five years and three months. It was decided that the observations of the individual would be about concentration, as the Teacher was concerned that J does not have the ability to concentrate for more than five minutes at a time. The observations will be noted and taken further if it is felt that it will be beneficial to the child’s education.
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
As one of my students suffers from poor concentration and requires break periods very often. By making effective communication with him and his parents last week I found his interest of reading picture books and playing cards. I then used Integrative bargaining strategy to get him to solve math problems and on successful completion I reward him with 5 minutes to play cards or to read books with me. This not only helped me getting him involved but also provides me an opportunity to get important information about him. This information helps me in designing my lesson plans and also in selecting my strategies to make my communication effective with
In microteaching session, our lesson is being implemented with the foundation of learning is fun, meaningful and purposeful, which is one of the pedagogical principles in teaching. Undoubtedly, lesson planning is the first step that allows teacher to prepare the activity that could develop pupils’ ability. As the newly implemented KSSR syllabus promotes, HOTS has been put under the spotlight in education field. Writing, which largely involves metacognitive thinking skills, should be promoted in order to cultivate HOTS in younger generation. Thus, teacher should diversify the varieties of activities in order to make sure that pupils’ endowment is fully cultivated and their interest in the lesson is maintained. According to Champkins (2003), the average attention span of a primary school pupil can be calculated using the rule of chronological age + I (minute). This is an approximation of the period where pupils are able to concentrate in an activity. Subsequently, teacher should make sure that the lesson is learner-centred and activities planned are engaging, appropriate and suitable for pupils to enjoy the learning process. As the target group of pupils is Year 4, we have tried to attract pupils’ attention through creating suspense and asked pupils to predict the following activity. By doing this, we hope that we will be able to arouse the curiosity of pupils on the topic. In the lesson plan, we have also included group work. According to Gorgon (2008), group work is effective in developing pupils’ initiative to think, contribute to the group, share and evaluate information as well as promoting pupils’ sense of cooperation. From this, pupils will not be only improving their communication skill, but they are also being provided with an opportunity to develop collaborative skills as a real life scenario is provided for pupils to interact with their partner and pupils in the process of
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.
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.