Saxophone First Lesson Plan:
Introduce yourself to the student, and learn their name.
„P First, show the student how to put the saxophone together:
1. Attach neck to the saxophone body
2. Then, attach mouthpiece to neck
3. Finally, attach the neck strap to saxophone
4. Tell them that it is a good idea to put the reed in their mouth while they put their instruments together, so it will be moist and ready for play by the time the clarinet is assembled.
„P Next, you show them the correct posture:
5. Get them to sit straight up in their chair
6. Get their backs off of the back of the chair. (You can tell them to sit up as straight as they can in the chair.
7. Tell them to put their feet flat on the floor.
8. Finally, get them to relax their shoulders.
„P Second, you should show them how to breathe properly:
„P Do breathing exercises with the student. (Have the student take deep breaths, with the whole torso.)
9. The Belt Test: If the student¡¦s belt of waistline moves when they take a breath, then they are breathing properly.
10. The Straw Exercise: Give the student a straw. Tape a piece of paper to the bottom of a music stand. The student should blow through the straw onto the piece of paper, thus moving the paper. This exercise allows the student to develop breathing skills.
11. The Yawn Exercise: Have the student yawn, so they can see what it truly feels like to have a torso full of air.
„P Next, you should do some mouthpiece exercises. Get the student to produce a nice steady sound without squeaking.
12. Work on dynamics with the mouthpiece, get the student to produce a clean loud sound, followed with a clean soft sound.
„P Finally, you should explain proper instrument care to the student.
13. An instrument is not safe unless it is in the hands or in the case.
14. Make sure that you put your reeds back in the reed holder when you are finished using them, so you are sure to avoid breakage.
The policy “No Child Left Behind (NCLB)” is a policy where Federal legislation has mandated that children be tested, and where there is compliance with standards. Simply means, that all children must meet standards. The standards are defined by the states, and all children will be subject to testing, starting from as early as third grade. The students will be tested annually, in order to ensure that they are getting the type of education that they are entitled to, as determined by their performance on standardized tests.
Food plays a very important role in every religion and culture. Good nutrition is a great symbol of healthy food/diet. In order to keep ourselves healthy, it is very important to watch what we are eating. Food habits come from parents, which later on developed according to the environment. Food is one of the ways where humans describe themselves as cultured. Food is the most significant segment of our lives. Different types of food explain verities of the belief that we have in all over the world. Ones’ food discipline and choice, tells about which culture/religion they belong to. Food, Religion,
Food influences us in many ways. These ways include food as nutrition, how we see nature, in our culture, it is a social good, it is a source of inspiration in an artful way, food is a primordial desire, and food influences our spirituality. Food is a substance that derives from the environment in the form of plants, animals, or water. The primary function of food is to provide nourishment to an organism. It is a basic necessity that all humans want and need in order to live. Food has an intrinsic value separate from its instrumental value to satisfy human needs. Food has a significant impact on a culture. Each society determines what is food, what is acceptable to eat, and when certain things are consumed. Food is the object of hunger
presence within the class they are teaching, if you see this works maybe think about how you as an
‘Being Mortal’ was a fascinating read about a young man who grows in the understanding of death and dying and what matters most in the end. We all have constraints and no matter how well we take care of ourselves and live our life, death comes to us all; and how we meet that end can be very different depending on how we want to spend the last moments of our journey. Medical science has its power and pushes the boundaries of life and death, but it can’t always save you, it won’t always work out the way that you hope it does. Doctors like Atul Gawande struggle to fix everyone’s problem and cure the patients who come into the hospital; but as the book progresses Atul finds that there are ways to handle patients’ lives and it doesn’t always involve
The No Child Left Behind Act of 2001’s main purpose was to enhance the education system and hold schools accountable in its attempt to bring equality in the fight against poverty for poor and minority groups. Once this Act was signed into law the American public expected an overhaul of the education system with only good outcomes. The public assumed our children would be receiving the best education available and the economic issues that plagued schools would no longer be a problem. In the beginning of its implementation No Child Left Behind was expected to bring America up to standards with other nations, this was something that America has struggled to do for many years. Our children were now being put first according to Act and the public and many political figures were ecstatic over the possibilities.
Students should begin each Clarke exercise at a slow tempo to focus on sound production and air flow. At this moment speed should be the least concern for the student. Once the student is very comfortable playing each exercise with a consistent sound and
Utterances (1)-(5) are very direct, clear, and unambiguous. These utterances are purposed to be effective delivered. Additionally, the teacher has more power than the students, so this strategy must be commonly used though the occurrence in only four times in thirty minute discussion. Utterances (1), (2), (4), and (5) are used for their function to give command to the students, while utterance (3) seems to be used to disagree with the student directly to prevent misconception.
The exercise is designed to connect us with the beauty of the natural environment, something that is easily missed when we are rushing around in the car or hopping on and off trains on the way to work. Choose a natural object from within your immediate environment and focus on watching it for a minute or two. This could be a flower or an insect, or even the clouds or the moon. Don’t do anything except noticinge the thing you are looking at. Simply relax into watching for as long as your concentration allows. Look at this object as if you are seeing it for the first time. Visually explore every aspect of its formation, and allow yourself to be consumed by its presence. Allow yourself to connect with its energy and its purpose within the natural world.
I would use the ideas that she presented in the talk during my teaching assistant (T.A.) sessions by doing something as simple as standing up straight especially during the periods where I’ll be teaching a lesson since standing up straight is a type of high-power pose. Since high-power poses will lead to an increase in testosterone and a decrease in cortisol, I will be able to feel more dominating and less stressed during those sessions. I honestly think that due to the decrease of stress that resulted from doing high-power poses, I will be able to feel more confident in teaching a lesson and thus allowing myself to teach a lesson effectively.
students. In these lesson, modeling and imitation can be very useful tools as they can teach
First, teachers should be able to understand their students when they are speaking. Teachers should collaborate with the SLP to find out common sounds that are confused and create a topic board (Watson, Bellon-Harn 2013). These topic boards can help prevent communion frustrations for the student (see Appendix A for an example).
• Lessons should be kinesthetic and experiential. Use a variety of manipulatives. Be aware of ambient temperature—try to keep the boys from warmer areas in the classroom. Males do not hear as well as girls, so move them closer to the instruction.
Another concern that some students might have is communication. Some students might not need to have a teacher in front of them and teach the course material to them, to whereas some students might need the te...
For my homophones lesson in Mrs. Anderson’s class, I feel that I did a great job teaching the lesson and providing plenty of practice opportunities. I believe that the formative and summative assessments that I used throughout my lesson provided the information Mrs. Anderson and I hoped to get out of this small unit.