Upon reflecting on this course, I have realized the importance of brain breaks. I would love to incorporate more of these into my day to day routines. When I do these, the students love them, and they are able to refocus for the rest of the lesson, or the next activity. I also would like to start making sure that all of my students love and belonging needs are met. In kindergarten, we do a lot of activities to work together and to build that classroom family, but I would like to make sure that they all feel valued and their needs are truly being met. As for content, I want to ensure that all of the learning needs are being met by using more differentiation, such as small groups into my day to day lessons as well.
This week, I got to video
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Most of the students only wrote one or two sentences, and the paper was very vague. Most of their pre-tests were actually opinion papers. Without actually being taught what it means to write an informative piece, they just simply told why they liked the animal that they chose to write about. For example: “I like tigers because they are cool.” This was a common theme in eighteen of the students’ pre-tests. The other four of students gave one fact about their animal after stating their opinion about liking that animal. For instance: “I like cheetahs because they can run really …show more content…
We all went down to the computer lab and took notes from Pebblego.com about our animal. Each student was in charge of their own notes. After everyone had taken notes about their animal’s body, the food it eats, the habitat, and lifecycle, they then got started on writing their own paper. I reminded them of how to start their paper, and also reminded them on how to end the paper. This time, since it was the post-test, I did not help them with their writing, I just wanted to see where they were on their own. After grading the papers using the rubric that the district provides us with for informative writing, seventeen of my students were on grade level and had met the target goal, receiving a three or proficient. Only three of my students were considered close to proficient, which means that they are almost a three or where they are supposed to be which would be a two in the gradebook, and two of my students were at the intervention stage, meaning they are at a
Objective 2: As the students engage in think, pair, share activities they will refer to the text to complete the assignment. They will learn from each other, receive feedback, and will also have a chance to engage in public speaking while discussing the story. This instructional strategy will encourage the students to reflect about the questions, share their ideas with their partner, fill out a worksheet with 5 questions, and then share their ideas with the rest of the class. Some of the questions on the worksheet will include:
I am glad that I chose to read this book for my group presentation. Overall, I think this book will be helpful to use in my future classroom. I liked that none of the chapters felt over-whelming, and I think I could implement almost any of the activities into my lesson plans. In my opinion, Jennifer Jacobson wrote a helpful book that any teacher and student would benefit from using or
When the time was up to stop writing, I looked around the classroom and noticed some of the students appeared a bit confused. The assignment was not a difficult one, not for me anyway. When the teacher began asking students to share what they had written with the class, it was interesting to find that only a...
On the third day of instruction, the teacher could then individually ask students what their favorite part of the story was. The teacher would sound out words slowly, and emphasize beginning and ending sounds of words. The teacher would record each students’ favorite sentence on a piece of poster board. On the fourth day of the phonics lesson, students will be asked to create illustrations on their poster board purely based on the sentences they chose as their favorite parts of the story. This allows for students to think critically about new vocabulary, as well as demonstrate their knowledge of the words. This art assignment would also give the students the chance to look at the sentences
One of the most important insights of a lesson plan comes from the students. We went into our third observation on March 2, 2018 to discuss how the students think the first lesson went. We asked many groups and gained some great insight. The first question we asked to each group is how the lesson went and why. The students all stated that think it went well, or it went was fun. They
One of the cornerstones of sustainable and successful practice within social work is use of self (Dewane, 2006). The social work profession uniquely employs the person of the therapist and his or her experience to create a successful helping relationship and is integral to the experience of seeing a social worker. However, it is also important for professionals to give thoughtful consideration to how they will use and disclose themselves (Henretty, J. R., & Levitt, H. M., 2010). Henretty encourages intentionality in the therapist’s use of self, articulating that nondisclosure cannot be the copout and that intentional ways of self-disclosure must be thought through now. This intentionality that Henretty encourages is effective when therapist
In sociology class, we talk about different concepts that affect people in their everyday life. Starting with when they are born, people accept these concepts as their lifestyles. During this class, we learned about society and how people impact society as well as society impacting the lives and views of people. Society changes around the world and in different cultures even in people’s views. Throughout this class, I got to look at how society has affected my life and how these different concepts changed my views. Family, friends, church, school, etc. can changed how one looks at life and issues in the world. We looked at stereotyping and prejudices, alongside families, and religions. Each plays a role on how our lives end up and what we personally act like.
Reflection and reflective practice are terms widely used by many professional groups this assignment will focus on the education sector, specifically primary education. Reflective practice was originally defined by Dewey (1933:9) as: “An active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that supports it and the further conclusion to which it tends”. Although dated, Dewey is considered a seminal author and referenced broadly when examining reflective practice (Ghaye and Lillyman, 2006., Tripp, 2012., Schön, 2014., and Carroll and McCulloch, 2014). Many others have subsequently provided their own definitions including Kolb (1984), Boud (1985), Schon (1987), and Gibbs (1988). In
The understandings I have gained from this course have completely revamped my way of teaching. I have been using the unit plan and curriculum map I created in this course for the past two years, and my students enjoy it more and more each year. Learning the importance of using big ideas and essential questions in the classroom have made me a better educator and has assisted my students in learning content and skills that they can transfer to all academic areas and into their everyday lives. I now use big idea and essential questions in every ...
This assignment will discuss the importance of reflection and reflective practice within health and social care. Definitions of reflection and reflective practice will be given followed by, why reflective practice is important, including the Evidence based practice followed by the support of reflection. The essay will also discuss the governing bodies like the NMC (Nursing Midwifery Council), and the failings of the NHS through reflection such as the Francis report. Finally, the assignment discusses reflecting models such as Gibbs cycle, to improve the development and knowledge in practice.
The first thing I redesigned in my lesson plan is the learner diversity section. Being able to promote diversity in my classroom is a goal of mine. At the same time, achieving this can be tough. This goal allows me to highlight a variety of challenges and concerns, which promotes diversity. This illustrates different ways to gain understanding of diversity in my classroom and to work with students who learn differently. Being able to come up with a lesson for all my students to do together encourages me to motivate my students even more. This opens the door to 21st century
my comments. Similarly, this gentle demeanor helps my clients feel as if they are in safeenvironment in which they can freely speak their mind. Dr. McKee also commented on myvoice and said that it will be helpful to me later on and will allow me to perturb the client whilestill maintaining a non-threatening position.In addition to using the L.U.V technique, having an attentive body language, and a softvoice, I believe I also did well with my use of paralinguistic utterances. To encourage my clientto continue telling her story, I made a
I would start the first half of the lesson by describing how to identify the main idea and supporting details of an expository text by demonstrating a short five minute video. The video will demonstrate pictures of emperor penguins and their environment. I would ask my students to raise a quiet hand if they know any facts about penguins. As students are sharing their facts with me, I would write them on the document camera. After getting approximately fifteen facts, I will inform my students that those facts are all great details of penguins. I would also explain to my students that we are gathering facts about penguins because penguins will be our main topic. When the class is done completing the opening activity, I will begin reading the short story, “The Emperor Penguin Up Close” by Carmen Bredeson. As I am reading students’ are to follow along. After reading the short story I will explain the following:
Occasionally the answer to a difficult question is directly in front of us. Intrinsic worth in teaching Character Education should never be a question of what, but rather how to infuse the curriculum to assist students in managing themselves with a degree of respect and fairness we need to see every day. Viewing the front wall in the ELL class room today, I could see the student agreement created August 6, 2013. The agreement is completely student centered and expressed. The teacher is merely a manager of voices and questions to help students think about answers. Every part of the agreement must be a can statement, which takes the words do not out of the equation (Twining, Michelle 2013). The repetition of the words “I Can” help ELLs connect to the phrase and vocabulary.
Psychology deals with the study of mental processes and a variety of behaviors. In order to fully comprehend ourselves, we need to understand the causes of our behaviors and our outlook on life. Habits and behaviors have positive and negative effects in our life. When we know ourselves and learn about our unique personality, we can develop and pursue goals. Psychology also helps us to understand other people and the differences of people. Gaining this knowledge can improve the relationships and enhance our communication skills. Throughout the psychology course I gained knowledge in various areas, and the topics that impacted me the most included: the introvert, anxiety disorders, stress management, self discipline and how to develop strong relationships.