After the all-important "homework checking ritual" was through with, we all reluctantly opened up the vocabulary books for the "checking the answer" ritual. Starting with the front right corner of the classroom, students began reading off answers, letters and words, and nothing else, one after another, being occasionally corrected, and fed the right answer. I can’t say I learned too much from this vocabulary practice. I sat in my desk, looking at the clock mounted on the wall, listening to a random letters and words, with no other connotation, explanation, or implication of them, occasionally checking to see how far along the line we had gotten so that I would be able to answer promptly when it was my turn. For my teacher, however, vocabulary practice time seemed like the best part of the school day, next to her lunch break.
I want to find ways to help these students develop the confidence to become more active participants in my classroom. I wondered what I could do differently in my classroom to help a shy student develop self-confidence. The student who I observed for this inquiry project came to my attention the first day I visited the class I was to student teach in. While she was clearly intrigued by a book I was reading to the class, I noticed that she was the only student to not participate in the discussion which followed the reading. It became apparent the first week I was in the class that she was not an active participant and had difficulty answering questions during class discussions.
Instead, ask kids to tell you about the writing - what it is about and what is happening. Ask them to read or talk to you about the lead, a section that’s working well, or a part they need help with. Skim students’ drafts-just be sure to focus on content and craft, not conventions. When teachers begins with long conferences, individual writers will come to count on this level of attention and will not learn how to identify and solve problems. Worse, the teacher will be able to meet with just a handful of kids each day.
Kindergarden was more of a place that I went to for a few hours a day and got to hang out with at least twenty of my peers. As elementary school progressed, school got more difficult because we were no longer focusing on playing games and going out to recess, but rather learning to do math, write, read, and learn appropriate social behavior. Throughout elementary school me and my classmates learned at the same pace with only one teacher that taught all the core subjects to us. There was nothing individualized about a student 's education and at that age, I was fine with it.
They would talk to him, discuss the topics of the lesson, and talk about his interests. When the student did get to self-select a group, he often sat alone and did not interact with any of his peers. I saw this happen a lot when the teacher used the computer lab for instruction. The student would talk a lot with the teacher and myself more than his
In my personal view, a classroom that is learning is not the one where seats are neatly in their rows, each child is busy completing a worksheet and no voices are heard. Give me clusters of desks, with students collaborating on projects and the air buzzing with the sound of excited voices. I feel that textbooks should be used as reference tools, not the sole amount of knowledge we want to obtain on any particular subject. In fact, I believe that the true measure of the success of a teacher is when students endeavor to know more. How can this be ac... ... middle of paper ... ...bjects like Social Studies that require remembering facts and dates.
By using this method, students never had to read the textbook, so long as they paid attention in class. Also, some teachers make exams exactly like their practice / homework problems. If I am challenged very little in my class and am earning good grades, what is my incentive to do anymore than is required? To increase a student’s interest in becoming more familiar with the mathematical content being taught, teachers can develop a classroom environment conducive to an increased interest in learning more about the content. One method in which this can be done is through ‘word walls’ (Shults, 2008).
Therefore, you can clearly see students working productively whether it be reading independently or working on their chrome books on the assigned work, and not on a website they are not supposed to be on which often students do. This classroom management model is what I compared to other classroom models in an eighth-grade language arts classroom. This class was taught by, Ms. Judy a first-year teacher. In this particular class, students were assigned seats and it was like night and day observing the two classes. The students were very restless as it was the last period of the school day, however, there was no respect for the teacher.
As a teacher, I believe there is the need to set the tone of the classroom and let them know that the teacher in is in control of the classroom. The atmosphere of the classroom needs to be accepting and eager to learn. The class that I observed had great classroom atmospheres and most of the students were engaged. All the students were attentive to the teacher, eager to learn, asking questions and no student in the class was omitted from the class discussion or the learning of that particular day. As a future educator, I believe my biggest challenge will be trying to become flexible with my schedule and changing lesson plans around and with organization.
Entering this class, I was excepting the teacher to be very calm, lecture, have us to take notes and have class discussions, but it was not like that. When I walked in my professor was energic and got right to business. We were writing essay in no time. I don’t think my high school English class actual prepared me for a college English class. In high school, they go over the assignment multiple times, the papers are never long and it’s not challenging.