In class, I’m quiet and calm but when I’m with my friends, I’m more talkative and the reason is because I feel like during class it should be a place to learn and not to interrupt other’s learning or the teacher’s lecture. My behavior always depends on the place or time I’m located in. Like when I attend church I feel like I should be more respectful and cautious than any other place because it’s such a sacred place to me. Another way I have behaved differently was when I use to work at my old job. I have a small significant amount of patience so at my job I had to be careful and not display any sign of irritation or impatience because my boss did not tolerate any attitude that can affect
If I am to read Dr.Seuss over the dictionary does that make me worthless? In highschool I often could never relate to the stories I was made to read. I would always find my mind wandering about different things or I would find myself not caring about the grades I made. I would often put my head in the book and drift off to sleep, that would result in trouble. Many times, when I got in trouble and had to go to the office I did not care because I was not being bored by the readings that were being forced on me.
For instance, last year I had a student with special needs in my regular classroom and he would never focus or participate in a lesson because he wanted to be standing and disrupting other students while I was lecturing. In addition, he would interrupt the class constantly and would use vulgar language all the time. I did some interventions with him, but all failed. According to Friend and Bursuck (2009), the responsibility of an educator before creating or establishing and IEP is to try different simple interventions, monitor his performance, moving the student’s seat next to teacher’s desk and incorporate teaching strategies that help the student actively participate in lesson. Another intervention was that I would talk to him about the classroom rules and the importance of obeying those rules, but he would also refuse to listen.
Who are we after all? “In Defense of Mask,” by Kenneth Gergen he states that it is not possible for humans to find a coherent self identity without having a solution. The idea of developing a “coherent sense of identity” makes us act a certain way to please the wish of others. Gergen wants to find intentions of an individual 's choice of mask and how outward appearances and inward feelings we all come across. The author proves his statement by experimenting on people who had a positive and negative reaction from an interviewer.Therefore, the “coherent identity” versus “multiple identities” is detrimental to many individuals when they are trying to perceive into someone that they wish to become.
She has to tell the students that the bell has rung and that they need to stop talking and get to work. The student have the skin sensitivity lab and study guide as the last class. This class is very loud disruptive and immature in their groups. The teacher has to keep a closer eye on this class than she did the first one. The students don’t want to sit down or raise their hand and they try to copy other people’s answers instead of doing the work on their own.
Without this taken care of, I will not be able to get the whole class to improve, just part of it. As a teacher, you're judged on the class as a whole not just part of the class. And as I have learned every student deserves to learn and have the ability to learn you just need to figure how to break down those walls. The thing I learned about my students is that every student will vary a little in both directions when It comes to reading. There are those students that come to school not able to speak fluently, let alone read fluently, students that have ranging vocabulary due to access to books and knowledge at home, and students with learning disabilities that require a lot more attention in order to get them to learn.
Although I wish I could have handled the situation myself I know this skill of correcting the entire class will come with time and experience. My students’ behaviors and learning abilities are both disappointing and exciting to talk about. It amazes me that some students have the ability to work hard, regardless of their personal lives, and truly want to learn. However, there are some students who have absolutely no desire to be in school. My teacher is still working with the guidance office to see which students have IEPs and should not be in this classroom.
I believe I should learn more about how to make the classroom a better place for students with ADHD. I have seen how Rick gets when he does not want to do his homework; he will pretend to no longer speak English or just deny having any homework. I also learned about how much patience my supervisor has and how much work she does in order to maintain the after-school program. She has a huge binder full of what the program will do throughout the schoolyear. In my head, I didn’t think any planning went into the program besides just making sure the children come to the location.
When I first learned to read I was in pre-school and kindergarten. My teacher would assign my peers and I reading groups and we would each take turns reading. Unfortunately, I struggled a lot with reading. I would be terrified when they called my name to read. I would make excuses such as, “I have to use the restroom” or “I have a sour throat and I was told not to talk a lot that day.” Keep in mind that I was in kindergarten and already making up these lies to stay away from reading.
Every student is different and has a different learning style. Yet schools don’t separate kids by their learning style to help maximize their curriculum intake. Students are also forced to take classes that they have no interest in and will not be used in their future. All these reasons show how school has too much wasted time and is not doing what it school is intended to do. During the school day students are faced with many distractions that may keep them from doing their best.