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the importance of resources in teaching
teacher and student interaction
teacher and student interaction
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Recommended: the importance of resources in teaching
For the purpose of anonymity I will refer to the teacher that I observed as Mr. Jones. He is a resource teacher at County High School. The class that I sat in was comprised of students in grade levels 9-11. Mr. Jones began the lesson checking in with the students seeing how they were doing. (I believe getting a feel for the climate of the class is good way to start.) Next, he discussed what they were going to be working on essentially providing an outline for the class period. Third, he checked to make sure the students had everything they needed in order to begin task discussed. The class that I observed was a resource class so it did not have traditional transitions. The students were doing their work independently. When students completed their work they would raise their ha...
I read the book Killing Mr. Griffin, by Lois Duncan. There was an English teacher, Mr. Griffin, which nobody liked. He was a tough teacher, and didn’t give anyone an A. Not even the smartest student, Susan McConnell. They disliked him so much that they wanted to try and scare him by kidnapping him.
Title IX is a law that was made by the NCAA in 1972, that states that there can be no discrimination or exclusion of a gender through athletics or education. (Mankiller). Which means that men's sports cannot be favored over women's sports. Many people are very cognizant of this law. For example, if a school has $100,000, the school must spend the money equally between the athletics of each gender, even if there are more men's sports teams. They must get the same treatment. That may sound great, but Title IX has impacted men's athletics significantly. Although Title IX has been a valuable way to establish gender equality, the NCAA loses money, puts men out of scholarships, abolishes smaller men’s sports teams, and it should be
Davis, Michelle R. “Title IX Panel Contemplates Easing Proportionality Test.” Education Week 11 Dec. 2002: 22.
When I walked into the school, I was greeted by the receptionist who kindly showed me where to sign in and then directed me to the teacher I would be observing for the day. The staff was dressed very appropriate for the day and on Friday they were able to wear pink because it was October. Although I did not see much interaction with factuality with each other, I was able to witness when the teachers of a certain grade would come to pick up their students. I saw how the teachers interacted with Mrs. Lee and they were very respectful. The student’s behavior varied from class to class. Most of the classes were well behaved with only a few students causing disruption. Mrs. Lee had warned me that the kindergarten class is normally noisier than other classes, but to her surprise the students were very quiet and did their work independently with no interruptions. Mrs. Lee did a wonderful job at keeping the students disciplined within the classroom. She would give positive re-enforcement and correct students when they would do something incorrectly. She worked really well with the students and they students responded in a respectful manner to Mrs.
“If you would just get up and teach them instead of handing them a packet. There’s kids in here that don’t learn like that. They need to learn face to face. I’m telling you what you need to do. You can’t expect a kid to change if all you do is just tell ‘em.” Texas student, Jeff Bliss, decided to take a stand against the lack of teaching going on in his class (Broderick).
The event that I attended for the interpreter observation requirement was an event that occurred in the classroom and took place in order to provide interpretation for a guest speaker, Richard McGann, who was Deaf and blind. The event was held at the University of Pittsburgh during the Intro to Interpreting American Sign Language-English class taught by Jessica Adams on Tuesday, November 10th at 5:30PM and the interpreted lecture took place in a typical classroom located on the third floor of the Cathedral of Learning. The classroom used for the guest lecture was the same room that the class meets at regularly, so there had been no special modifications made in order to accommodate the
In 1970 only 1 in 27 girls participated in high school sports, today that ratio is 1 in 3. Sports are a very important part of the American society. Within sports heroes are made, goals are set and dreams are lived. The media makes all these things possible by creating publicity for the rising stars of today. Within society today, the media has downplayed the role of the woman within sports. When the American people think of women in sports, they think of ice skating, field hockey and diving. People don’t recognize that women have the potential to play any sport that a Man can play, with equal skill, if not better.
The instructors should be expected to help assist and confirm the ideas formulated, however, this is not the case in certain situations. In the passage, “Eleven” by Sandra Cisnero, the story is told through the perspective of an 11-year- old whose teacher refuses to listen to her side of the story. In paragraphs 10 through 11, Cisneros is forced to take custody of a red sweater despite it not belonging to her. Entailing that the teacher would rather not deal with finding the true owner and instead throws the responsibility onto Cisneros to handle the burden of the sweater rather than help her. In a personal experience, my fourth grade teacher compared me to the children traveling toward the gold rush in the 1850’s. I remember precisely him saying “Wow, I’m amazed that these kids walk miles and miles a day but some kids like Alexandra can’t even pass the mile.” Rather than being an adult and supporting a student new to the Clovis Unified practices in physical education, who was more so on the chubby side, the idea of making snide comments was a better option than encouragement. “Encouragement” such as this will lead to three paths: self-esteem issues, loss of faith and trust in school and the administrators, or proving to nonbelievers that one can surpass their negativities. In Kyoko Mori’s excerpt, “School,” she illustrates the educational system in Japan and America in addition
“Educational practice is necessarily based on the assumption that students are willing to engage in educational activities that they will lend their cooperation and support to the process in their education. Students who do not offer such cooperation, who are unmotivated, present significant challenges” (Williams and Ivey, 2001, 75). High school school-children show the most trouble with cooperation and motivation; they only have a few more years of schooling and for some pupils that is the end of their education. That was one of the main reasons why I wanted to observe a high school classroom; the other main reason is because I have actually considered teaching high school grades. I observed Ms. Edith Stone and her Algebra II mathematics classroom.
I thought it is going to be like any other class I have attended as a student; however, I was fully paying attention to every single move the teacher made in the class trying to figure out what technique he used. Since it was a mixed-level class that has beginner levels and intermediate levels, the students have different levels of English proficiency. Therefore, the teacher was speaking very clearly and slowly with lots of repetitions to give the students equal chance to understand. The teacher started with a quick review for the previous lesson by giving the students three sentences to change them from active voice to passive voice. While, the students were working individually, the teach walked around the class to help them and answer their questions. After he made sure that they all have no question about the previous lesson, he moved to the main new lesson which was about causative verbs. I liked the way he used to introduce the lesson which is telling them something about himself to explain the meaning of causative verbs. He told them that “Alright, I want to tell you something about myself. so.., when I was in college, I did not enjoy writing essays. When I had an essay to write, my friends would know that I had an essay to write because I looked miserable” (line
In electing to observe a kindergarten class, I was hoping to see ‘real world’ examples of the social development, personality types and cognitive variation found within the beginning stages of “Middle Childhood” as discussed within our text.
The teacher that I observed was Mrs. Cynthia Carney. She is the kindergarten teacher at Greystone Elementary school. As my first time in the classroom, I tried to observe as much as possible. I had a great first impression of the classroom, it is a very positive environment, and the teacher has definitely established a clear routine and rules that the students follow. The teacher did a very brief (5-10 minute) science lesson/introduction to the unit on weather. Although the teacher did not inform my partner and I about the exact objectives for the lesson, it was clear that she wanted the students to learn about making observations about weather. Her objective
When I first got to the classroom the students were doing a listening exercise and had to answer same question the teacher wrote on the board. At a certain time they all were allowed to go to the bathroom. Each student was given a responsibility in the classroom.
The teachers were giving the students positive reinforcement throughout the day. In class we talked about how positive reinforcement helps the students to succeed in their classes. Another ah-ha moment was the environment of the classroom. The classroom had no windows at all. In class we talked about what kinds of things are distracting to students with ASD in classrooms and one of those things are the windows in classrooms. The third ah-ha moment was the parent sheets that the teacher and the school provide for the parents. In class we talked about how parent involvement is very important for the students with disabilities. The teacher fills out the parent involvement paper that lets the parents know how the child did in school this week and what their child needs to improve on. The students must give their paper to their parents to look at when they get home. The things that I had learned during my observation experience that I will use in the future for my classroom will be including student learning objectives in the classroom, using positive reinforcement, and get the parents more involved in their child’s education. I will go over with the students what the student learning objectives are in the beginning of class so the students will know what they will be doing and what they will be learning throughout the day. I also will use positive
The students that I observed in the classroom were of middle to high school. I went to see 8th, freshman, 10th , and seniors classes, they seemed excited and very curious to why I was there. The middle school was more alive and rambunctious while I observed them. The High school kids were more relaxed, more comical. Some were paying attention while others seemed tuned out to the lecture or involved in socialization with friends within the class. By the end of the class Mr. Hasgil had restored the attention of everyone by using tactics such as history jeopardy with candy as the prize with the high school kids. In both he middle school and high school the kids were mostly Caucasian with a mixture of black, Asian , and Hispanic in the classes.