Domain 3 focuses on my ability to instruct. I am not as clear as I should be this year. My expectations are clearly stated and portrayed, but not my directions. For instance, in 3a, I would normally lead my students through a lesson expressing my expectations, explain the directions, and put the directions on the board. However, this year I haven’t. I am spending too much time with the three new science teachers. Furthermore, my students are lower this year than they have been in previous years. So, even if my directions are clear, modeled, and guided too many students are not comprehending the expectations. I am going to have to work harder to write directions on the board, hopefully this will help more students to meet the expectations of all lessons.
I could have marked myself as distinguished for 3b, the questioning and discussion techniques component; however, that mark would only be truth for less than 1/2 of my students.
I service two classes of accelerated students. These students are greatly involved in their own learning. A large number of these boys and girls wi...
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
most likely will not succeed because of the environment they are surrounded by. A student has trouble
The ASCA National Model. (n.d.). Newport News Public Schools. Retrieved June 5, 2014, from http://sbo.nn.k12.va.us/guidance/document
Last spring I was part of a tutor agency that provided activities to students from 1st – 6th grade. Such agency main purpose was to give students a set of mathematical problems or English pieces of reading in order for them to have an outstanding outcome on these two subjects at school. During my tutoring sessions I had a 4th grade student named Carolina who had a difficult time keeping focus, understanding the concept, and fully interested. She preferred texting in the middle of our session or making excuses to go to the restroom. I honestly felt helpless for her, and I didn’t know what to do and how to help her raise her grades. I realized that our tutoring sessions weren’t any help for Carolina since her mom showed me her grades which got worse. I finally decided to plan my tutoring session with her ahead of time, so I can make it interesting and more effective for her to learn but in a fun way. I choose to get different colorful cards, markers, and everything that could grave attention. When our session started I used those markers and cards to show her how to solve a mathematical problem by color coding every different step of the problem. Later, I asked her to show me the mathematical process she used in a similar problem by using those colorful cards and markers. Apparently, I make her use all these fun utensils that made the learning process more fun and effective. At the end of our session, I gave Carolina a quiz regarding the content we covered, and she did make a progress. I noticed that for Carolina the use of colors at every different step actually made her learn. Maybe it was due to the strategy that I showed her and the ability for her to remember those steps by associating them with each color which I was amazed an...
...er kids during extracurricular activities like joining clubs or playing sports. A child is going to need confidence, teamwork, and to know how to communicate whether it be with a speech or in any conversations that they might have with classmates and there is no way to replicate a classroom in a home.
them that they can understand and comprehend. Since I have been a teacher's aide these few years, I
The importance of having a curriculum that accommodates diverse learners, it allows the child to learn at their own level or ability. A child with emotional and intellectual challenges may not have the verbal or comprehension skills or the ability to control their body as their peers. With this in mind, classes with diverse learners can excel with an adjusted curriculum. An activity for example, using large Legos to teach the entire class their colors or numbers can help the intellectual challenge by asking to build a building by using on certain colors or amounts. By doing this activity the students can have fun and learn at the same time with using very little words. Also in a group activity the emoti...
For this field assignment, I chose to observe a seventh grade self-contained math class at William A Morris I.S 61 on Staten Island. I am currently a substitute teacher at the school and has worked at this school for approximately two years. For the purpose of this observations, I worked with Mr. Karl Knutsen, a 6th and 7th grade math, special education and technology supervisor at the school. Mr. Knutsen has been a teacher for seven years and has worked in I.S 61 for five. He currently teaches all self-contained math classes and is the "tech guy" for the building, meaning he is the go-to guy for all SmartBoard or computer based questions and emergencies. I am currently observing and working with Mr. Knutsens first and second period 7th grade class, 717. This class has 12 students, 11 boys and 1 girl, ranging in ages 13-14. Each student has an IEP for varying
Sean has just been hired as an assistant in an after-school program for a group of 5-7 years old children. After his first day in the class, he was concerned about some of the activities the leader had set out for the children. Sean was familiar with the guidelines for developmentally appropriate practice and though some of the activities were not age appropriate. As an example, the children were expected to read and then follow the directions for a science project He wanted to say something to the group leader, but he thought that maybe he would just quit!
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
Gearheart, Bill and Carol and Mel Weishahn. The Exceptional Student in the Regular Classroom (Sixth Edition). Published by Merrill, 1999.
...amer, S., & Stivers, J. (2007). Don't give up! Practical strategies for challenging collaborations. Teaching exceptional children, 39(6), 6-11.
Cramer, S & Stivers, J. (2007). Don’t Give Up! Practical strategies for challenging collaborations. Teaching exceptional children, 39(6), p, 6-11.
Mathews, M. (1992). Gifted Students Talk About Cooperative Learning. Educational Leadership, 50. Retrieved March 10, 2003, from http://www.ascd.org/readingroom/edlead/92101mathews.html.
In this assignment, I worked with students that had been removed from their regular school setting due to discipline issues. The assigned to my caseload were students with disabilities and the school was required by law to provide education opportunities in the least restrict environment possible. Each student would come to an off-site location and receive one on one instruction for two hours per day.