Essay on I Am I 'm Thinking

Essay on I Am I 'm Thinking

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Casy is a very quite year 8 student and he recently moved from Fuji. When he enters the room, after he put everything endlessly in his locker, he would sit at the back or in a corner or sit where nobody likes to sit. He is dependable all alone. He didn’t interact with people much and he demonstrates no enthusiasm for learning. Therefore did ineffectively in any learning areas and come toward the end of the class.

One day in science class, we gave the class motorcar kits to put it together. As normal, Casy requests to work without partner and star at kits when other students were working on it. As I stroll around the class to help students, I inquired Casy regarding whether he needs any helping to begin the task.

“I 'm thinking” he replies.

After 30mins, I decided to approach him again as I believe it is important for me to cater the different need for students so that they can feel capable and successful rather than let students struggle to work.

As I think I should be more persistent in convincing Casy that he needs assistance and he could finally agree, or again worried that he could become more resistant.

When I drew closer to Casy, on his table was a complete model of Motorcar waited for me with a bright smile on his face. I was noticing that other students were only half ways done.

Casy is a very unique and talented student, which we (me and the school) know nothing about, as there was no report on his education background. I believe that by knowing students and helping them to discover their identity, together we can develop their potential and help them grow. However, I failed and I neglected to become more acquainted with Casy and helping him for his education journal.

I should have addressed the issue as early by ...


... middle of paper ...


...questions with difference levels and helping each other to enriched knowledge and building confident to teach.

I realizing that if the teaching method in-cooperate, Student learning would improve. However, I would have less time to cover content on the exam. As a reason, I reducing the content covered on the exam, which helps me to focus on specific learning object. This also means students are having sufficient time to adopt the method and lots of practices and better-prepared students for challenging questions. I only reduce some contents with small growth required according to the students’ diagnostic results.

According to Wenglinsky, H. (2000a), Students performed at a higher level if their teacher received professional development are amenable to change. However, to make the change, it 's all come down to know the students and how they learning is important.

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