As expected, recording the tutoring session was enlightening and reinforced personal perceptions. Already having the impression that I dominate the session, the recording did reveal a better than expected sense of balance of two-way conversation. Whereas I estimated it as 80/20 split with me leading dialogue, it was more comparable to 70/30. Although still in need of adjustment, when comparing the recorded to previous personal observations, the complexity of the subject or activity and the level of interest in the topic are also strong predictors in a teacher vs. student talking time. Having realized this, I solicited the advice of the program director on how to stimulate more conversation; she shared topics that often elicit questions. With this new information, a lesson was developed around school menus including …show more content…
Next, she asked me to describe unfamiliar food items on the menu, such as tater tots and vegetable medley. We also transgressed, sharing different ways to prepare spinach, but she was talking, so that was good. As the session concluded, she asked, after rephrasing into a correct question, for clarification of the differences between elementary and middle/high school menus. I promised to return with an answer. I did not correct instead acknowledged understanding. I will have to be more attune to listening for situations that need correction while being conscientious of not overcorrecting harming her self-confidence. Surprised and pleased to hear in the recording that my speech has slowed, as it has been a persistent concern of mine. It did reveal an area for improvement, after explaining the directions for the activity I almost instantly repeated it with different verbiage. I think this confused Elizabeth ascertained by her hesitation in starting the exercise and closed body language. Deciding she did not understand, I showed through example working through several
Throughout my practice, I have found that this mix is essential in order for children to engage with lessons. Alexander (2004) suggests that dialogical teaching includes traditional types of talk such as rote, recitation and instruction/exposition. It should also include discussion and dialogue (Alexander, 2004). These types of talk can occur in different situations: whole class, group discussions and paired talked. Mercer (1996) carried out a research project concerning the quality of talk in the classroom. His findings supported ‘…the conclusion that talk between learners has been shown to be valuable for the construction of knowledge’ (Mercer, 1996: 362). He disputed that not all kinds of exchange are of educational value (Mercer, 1996: 362). This point validates the importance of teachers understanding what type of talk makes their teaching genuinely dialogic.
My course in EN100 this fall semester of the 2015 year was a person growth experience in both my life outside of school as well as my growth in school. I’ve learned all too much in the months of being in the course. I do believe all while I’ve gained a lot of skills in the course I’ve also learned of areas that are lacking. I began the semester as a raw student with high potential given the appropriate and adequate effort on my behalf. I knew a little about writing before I entered the class, however, the things that I didn’t know outweighed that of what I did know. For example I could write a paper well enough to get a B grade but I couldn’t write a paper higher than that because areas of organizing, thinking, fast writing all were areas that
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 arrangement of the classroom has a significant impact on students’ attitudes toward classroom behavior and learning. Students need the environment that is organized, neat and comfortable in order to learn and behave appropriately.
In developing relationships with learners, Freire suggested spending time talking and listening to students in order to get to know them and to gain their participation in class. That admonition has been incorporated into practice by numerous other educators. While many of the strategies in Tom Daly’s book were simple classroom management tips (2013)...
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.
I speak with students on a daily basis as I teach middle schoolers everyday. There are different conversations that a teacher can have with a student. We can directly speak as in a classroom setting, we can speak as to small talk conversation, an heart to heart conversation, it all depends on the outcome needed of the conversation. This particular student I was talking to she was expressing concern about her upcoming exams within
For my assignment I have decided to choose a group which I have just finished taking for level 1 Hairdressing and they have progressed on to level 2 Hairdressing. This is within my current role as a hairdressing lecturer at Hugh Baird College which I have done since October. Within this group there are a couple of people who have support workers. There is one student within the group who has severe learning difficulties and is a more mature student. She also has many health problems which results in her having to carry an oxygen tank around for when she has any problems with her breathing due to her having problems with her heart. There is also another student in the class who has learning difficulties, she is very clever but just needs someone there for when she needs something explaining. She also has a support worker that comes in to give her support. This student has also been going through personal problems at home and has attendance issues. There is another student within this group who has severe dyslexia. She doesn’t have a support worker but the support people who are in there do give her help as she can have a tendency to give up, not to listen and just needs to be kept on track so by sitting next to a person that does have a support worker she gets the help from them. These three students have all had their level 1 qualification extended for a year were the rest of the group have progressed on to level 2 Hairdressing. Two of these students may progress on to level 2 but one doesn’t have the ability to be able to do this as the requirements are too high for her. The reason the course was extended for them was because they were struggling with the work that was required for this qualification, but as the col...
For someone, who hasn’t taken this class yet, wanting to know what learning is I would say learning is not only knowing something well enough that you can take a test on said subject and do well. Learning is about knowing something to the extent that you can apply it to real life and not just school. As said in Chapter 1.2 of the book, learning is connecting to what you’re experiencing and then making sense of it all. The way I viewed learning at the beginning of class is very different to what I know learning is now. I thought learning was just about studying hard and knowing something well enough that you can pass a test. For me, learning is knowing something and being able to carry that knowledge into life after college.
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.
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...
First let’s take a look and evaluate the classroom by observation to see what need to be improved. One idea that came to mind was some teacher were using peer tutoring as a tool to get out of instruction, thus they were not paying sufficient attention to the students as they worked. The article titled: Using Peer Tutoring to Facilitate Access discussed the findings of this teaching strategy in all levels of learning and basics subjects. This strategy has been defined as one of best ways to reach the student. In comparison to Gusky’s ideas, there is a relationship between professional development and improvement in student learning. For improved student learning peer tutoring is higher achieving students being linked with lower achieving students to promote social enhancement and academic gains. There are three different kinds of peer tutoring; cross-age, peer assisted learning strategies, and reciprocal. Each kind was broken down and explained descriptively. The one that really stood out to me was the reciprocal tutoring. This was illuminating because the students are grouped together with two or more. They have ...
During my own classroom observation it was noted that the level of questioning with the students needed to be improved upon. Reynolds and Muijs (1999) mention one of the main requirements to be an effective teacher is knowledge of the content being taught. Spending more time reviewing the content and preparing a list of questions prior to each lesson would greatly help develop the level of questioning with the
Overall my experience of being in Lingleville ISD was a great experience that allowed me to learn a lot not only about the students in the classroom, but also helped me learn a lot about myself. Going in to this classroom I expected to only learn things about classroom management and maybe a few strategies. After spending a few days in this room I learned many other things. I did learn about classroom management but I also learned about content, strategies, organization, lesson planning, and inclusion adaptations. I learned that an inclusion special education student can really thrive being in a mainstream classroom, not only academically but also socially. It was a wonderful learning opportunity to get to be a part of that. My mentor teacher
This student is a difficult read and is difficult to build rapport with. Since she is so shy, she does not come forth with conversation and therefore, I know her the least out of my students. I attribute some of this to her age, demeanor, lack of confidence, and shyness. Even when I have the student one-on-one, I have to pry for information about school or casual conversation. There are other times when she catches me off guard and is very talkative, but only about topics she is willing to discuss.