Rhetorical Strategies In Teaching English

Rhetorical Strategies In Teaching English
Rhetoric is all around us–it is everywhere–and people use and tailor rhetoric to benefit them, and the
reason they do this is because each person has lived a life filled with struggle, heartbreak,
challenges, happiness and bliss. The reason I bring this up is because understanding this will make
teaching writing and rhetoric more effective; one of the things I enjoy doing is applying life to
teaching because that will make an instructor more relatable. My research interest is heavily based
on finding new approaches and strategies to teaching college English effectively that will appeal to a
college audience–and I hope to experience this at Oregon State University. During my time at
Washington State University as an undergraduate student, I was given a lot of opportunity to explore
teaching strategies; I worked as a mentor/facilitator for the English department, and I also got the
opportunity to teach English 102 (which is a small group class that expands on ideas from a 101
class). In my time working there, I found that college students are an audience ... Show more content
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Being an English major, I analyzed my audience and realized that they were just scared college
students who felt uncomfortable, so I adapted to my audience and started to make them realize that I
was just like them. I pushed out the rhetoric of fear, and I introduced pathos. I appealed to their
emotion and made them realize that I know the struggle. I related to them and I understood the
pressure of college life, so I would often use games and competitions to get them to interact with the
material they didn't understand. I made my students see me as a friend through communication and
understanding. I used rhetoric and new teach strategies to make my students go from scared and
uncomfortable, to having them walk in and talk to me about their
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Teaching Strategies for Reading Comprehension
Students will use the KWL Chart to Synthesize the story of Yen Sen: A Cinderella Story,by: AI–Ling
Louie. They will order, recall, retell and recreate this story to form their own comprehensive
perspectives.
K What I Know | W What I Want To Learn | L What I Have Learned | Name ____________
Word Bank
Word | Definition | Picture | Connections |
Date _________________________ | Subject: Reading Questioning/Answering | | Reading
Comprehension As students read the story then I will ask ... Show more content on Helpwriting.net
...
Clarify: Copy down words, phrases, or sentences in the passage that are unclear. Then explain how
you clarified your understanding.
Reciprocal Teaching Strategies to be used in a comprehension lesson.
Put students in groups of four. Distribute one note card to each member of the group identifying
each person 's unique role: Summarizer Questioner Clarified Predictor Have students read a few
paragraphs of the assigned text selection. Encourage them to use note–taking strategies such as
selective underlining or sticky–notes to help them better prepare for their role in the discussion. At
the given stopping point, the Summarizer will highlight the key ideas up to this point in the reading.
The Questioner will then pose questions about the selection: Unclear parts Puzzling information
Connections to other concepts already learned The Clarified will address confusing parts and
attempt to answer the questions that were just posed. The Predictor can offer predictions about what
the author will tell the group next or, if it 's a literary selection, the predictor might suggest what the
next events in the story will be. The roles in the group then switch one person to the right, and the
next selection is read. Students repeat the process

Best Teaching Strategies
(5–10 minutes) Teachers will read the article: Improving student achievement by extending school:
Is it just a matter of time? San Francisco: WestEd. Each table will be assigned to a specific page
number, staff members will read and discuss those pages then they will share with the rest of the
staff members. In order to gain the most out of all our PD opportunities, we'll break into grade level
to discuss with our the lesson plans we brought today and ways to implement best teaching
strategies that were email to you, as well as SIOP strategies to maximize learning instruction. Each
grade level facilitator has a list of three strategies that the grade level will discuss and reflect on how
to embed in their lesson delivery to maximize instruction. ... Show more content on Helpwriting.net
...
Teachers will work one their lesson plans with a partner. They will decide on which lesson plan or
objective to focus. They will reflect on the lesson as the effectiveness of their lesson delivery as well
as effectiveness of maximizing lesson instructional. After discussing their effectiveness of
instructional time, they will open the Maximizing Instructional Time cheat sheet, which was email
to all and which contains 5 strategies to help maximize instructional learning. Teachers will pick one
strategy to implement in their lesson plan as well as their daily instruction. (15minutes) 6. Teachers
will reflect with their partners on the need of maximizing instructional time, for example first grade
team will discuss the use of Exit ticket and how can they incorporated or to use it not only as
informal assessment but as a valuable input to drive instruction (reteach). Teachers will reflect and
give different strategies to maximize learning instructional time. (5 minutes) After the grade level
finished these activities, teachers will be redirected to the cafeteria where the staff members will
reflect on the PD, the activities worked on, as well as to reflect via a survey on the effectiveness of
the

Sequencing Teaching Strategies
Sequencing
I will use the following teaching strategies to implement Sequencing within my classroom. I will
first start with creating a climate that engages all students. An example of this would be developing
a community of literacy learners utilizing classroom organization with everything being labeled, a
Word Wall, and by posting posters with words up within the classroom. Next, I would use Guided
Reading (known as the Heart of Instructional Reading) strategy before, during, and after to help my
students learn to read and read to learn. I learned about this particular teaching strategy within
Reading in Content 516.
Afterwards, I would teach students to examine ideas presented within the text through the use of
highlighting within

Teaching Strategies
The age group I have is 6–7 year olds, when it comes to little kids learning new things, you have to
do it where you know it will interest them. Kids now a day's which always like to learn new things
but if it don't interest them they will not be into it to learn. It's almost like you are doing what they
want you to do just to get them to learn. Sometimes you have to do what the kids like if it is going to
benefit them. When it comes to teaching kids about literature and different techniques they can use
to get them to learn the information or more so do what you want them to, here I talk about three
different strategies that the kids would love and it will keep them wanting to read more and more.
Drawing pictures that they like out of ... Show more content on Helpwriting.net ...
They need to tell the class why they would or would not recommend this book to their friends to
read.
The kids can even create a talisman; they would have to create a meaningful talisman that has to do
with the character of choice. There are three different steps to creating the best talisman ever. Here
are a few questions the children can answer or and also make some up of their own, the longer the
better. 1.) The child must select a character that intrigues him/her; the child must explain what this
character is like, what motivates him or her. Is there any type of object that reminds you of this
character? 2.) Think of the heritage that this character might be, did they do any different roles or
rituals that made you pick that culture for that character. 3.) The talisman might be a concrete object
or the child could design their own abstract of one. The child must give insight of the nature for
which the character is. A talisman is very symbolic the child has the choice to expand their horizons.
I picked this because it is not writing a book report but it is taking one main object out the book and
telling different things about it. I think all these are very good strategies to have kids reading on and
on. Reading not only enhances your ability to read but it helps in so many other ways like enhancing
your imagination. It is true that little kids believe that most characters in the books are not real but it
is all based on how your imagination is and how far you

Pedagogical Strategies for the Teaching of Mathematics in...
PEDAGOGICAL STRATEGIES FOR THE TEACHING OF MATHEMATICS IN NIGERIAN
PRIMARY SCHOOLS FOR SCIENTIFIC AND TECHNOLOGICAL DEVELOPMENT
BY
AJILEYE, Adewole Mukaila Department of Mathematics
Osun State College of Education, Ilesa
E–mail: ajileye4ever@yahoo.com
Abstract
For a country to be technologically developed there is need for efficient handling of mathematics at
levels of education. The perennial low performance of pupils in mathematics has been attributed
among other things to inadequate knowledge of subject matter content by teachers and poor
instructional techniques. This paper highlighted the basic principles for effective teaching and
learning of mathematics in primary school which is a fundamental stage of child education. ... Show
more content on Helpwriting.net ...
The teacher may acquire mastery of the contents but lack skills in the appropriate methods. This
may affect the students understanding of the subjects. There are many approaches to teaching of
mathematics. These include: * Problem solving * Discovery Approach * Expository * Laboratory *
Questioning skills * Individualization group work * Demonstration, etc. (Johnson & Rising,
1972)
All these methods are good but no teaching method could be regarded as superior to the other. In
application, combination of these methods will be desirable. It all depends on the content, objectives
and the nature of the learners.
BASIC PRINCIPLES OF EFFECTIVE TEACHING OF MATHEMATICS 1. Basic stages of
teaching and learning
Fakuade (1981) identifed three significant stages of learning topics in mathematics. These are: *
Concrete materials and demonstration of real life situation stage * Semi–concrete or pictorial studies
stage * Abstraction stage Pupils in the primary schools have the age ranges between 5 and 12. This
is the age period that coincides approximately with the Piaget's concrete operational stage. This is a
transitional stage between the pre–operational period (a period when the child cannot yet perform
any serious operation, a period of intuition when the child's reasoning is not yet quite logical) and
the formal operational stage (a period when the child thought process

Teaching Strategies And Delivery Instruction
Over the course of time education, general and special, has soared to meet the needs of all students.
To ensure they all receive the free and appropriate education due to them. However, some time ago
many exceptional children were overlooked because of their disability, but the IDEAAct has made it
possible for children of all exceptionalities to receive services. These programs have designed for
those students who are exemplify traits and might be physically, socially, emotionally disturbed, or
suffer with other health impairments. Special Education curriculums and services modify
curriculum, along with modified teaching strategies and delivery instruction to meet the appropriate
needs of each child.
Through the process, along with tests and evaluations, thereafter comes the answers to questions that
have been asked. In the realm of education test and evaluations provides answers for teachers,
administration, school board administration, and state departments of education as to how well or
poor a student is doing. Further, testing and evaluation can provide answer that can determine if the
recommended student is eligible for special education services. In order for a student to be eligible
and receive special education services in school they must go through a 10–step basic special
education process. Thereafter, the findings from this process will determine the outcome. As in the
case study with Bryanna, this research will identify the basics steps needed for her to

Teaching / Learning Strategies For Learning
When knowing different strategies for learning, the student feels confident to explore, and mistakes
most likely are to be minimized and engagement increased. Lessons and activities that enhance and
support learning are teaching /learning strategies that when cooperatively done contributes to a
lifelong learning/knowledge. Students ' skills activities allow me to provide feedback that can be
shared and/or discussed by the whole class increasing learning. Opportunities lead to sharing that
leads to learning. By literally teaching the vocabulary/material learned in the classroom I increased
my ELLs understanding on the subject being taught and gave to all my students the opportunity to
grow into the new material.
Group activities help with gathering the knowledge to learn the content given. These strategies help
students to be more explicit as well as instigate participation. The students were using the
knowledge acquired in the classroom in order to perform the football skills. Hands on activities
(very helpful when teaching ELLs and LEPs) is a fundamental tool, especially in Physical Education
classes, to promote and enhance students learning. It also engages ELL and LEP students into the
activity easily because it is a very visual activity that clarifies, engages, and promotes learning.
When performing the skills in groups, students had the opportunity to assess their own knowledge of
the material given. When throwing and catching a football, they were able to perform the

My Teaching Strategy For Students
As I look over my teaching, I do notice many weaknesses, but I do notice some strengths as well.
Even though I gave the students clear instructions, I believe that I should have done the 'I do, We do,
You do' strategy with them to compute the prices, discounts, and markups in the introduction
activity. I also feel that this whole activity, along with the implementation of the 'I do, We do, You
do' teaching strategy, really would have been more effective for the students. I had assumed that
their previous class would have provided them with enough experience to allow them to compute
discounts by themselves, but I do recognize that they needed even more practice with the teacher.
One strength that I do recognize is that I had good voice ... Show more content on Helpwriting.net ...
I rank my timeliness as something that needs major improvement. If this problem was improved, I
could have more opportunities to assess my students and give them prompt feedback as well. I could
fix this problem by making my activities more simple and shorter, and providing early finishers with
more challenging work depending on their capabilities. For students that finish their work early but
need more remediation, I could pull them to the side and provide one–on–one instruction to correct
misunderstanding right then.
Examining my teaching, I notice that I was lacking in cooperation among my students. I did ask my
students a few higher order thinking questions, but I monopolized the introduction activity with my
verbal instructions. I did not allow the students to explain how they would go about finishing the
task that I assigned to them. I was more like a dictator rather than letting the students explore and
explain their understanding of the task that I prompted them to complete. Without student
cooperation, I am not aware of what misunderstandings my students have. Additionally, if student
cooperation is lacking, my students could get easily bored and it will be harder to get them back into
a learning mode. Also, I feel that students need to take control of their own learning, and this can be
completed with student cooperation. If I had provided more opportunities for my students to
communicate their understanding, I

50 Strategies For Teaching English Language Learners
Book Review: 50 Strategies for Teaching English Language Learners Name Affiliation Date Book
Review: 50 Strategies for Teaching English Language Learners Introduction Fifty Strategies for
Teaching English Language Learners, Third Edition has been co–authored by Adrienne Herrell and
Michael Jordan. It provides various methods that classroom teachers can apply while teaching the
English language learners. Examples found in the book illustrate how both students and teachers can
make constructive progress in various areas of learning such as student's participation, planning,
construction of vocabularies and fluency in speaking including comprehension building (Herrell &
Jordan, 2012). These factors have been included in the book where the chronological order of such
elements based on their difficulty provides a smooth and proper understanding of mastering The
English language for both learners and teachers. It is for these reasons that the following essay seeks
to emphasis the fact that 50 Strategies for Teaching English Language Learners provides the basis
through which English language learners can empirically apply classroom work and become masters
of this language. It is one of the few exceptional texts available, which offers practical application of
classrooms English lessons and therefore making learners well equipped in this language. Overview
of Fifty Strategies for Teaching English Language Learners Fifty Strategies for Teaching English

Exploring Strategies for Teaching Essay
Teaching is a strategizing act of service. It aids students in understanding the mysteries of certain
subjects and shapes their mindsets on how they will apply the knowledge he or she acquire about the
subject. However, in order to do this act, the teacher will have to have an idea about teaching and
learning and apply it in his or her instruction. Conversely, instruction of information should be done
in a manner that the student can explicate the information that the teacher is elucidating. This
instruction will require objectives for the student and strategies to execute those objectives. The
concept and skill that I would instruct would be counseling theories. Counseling theories are
knowledge and skills that enhances the counselor to ... Show more content on Helpwriting.net ...
Moreover, these strategies are consistent with my personal philosophy and style of teaching. The
first strategy I would use would be lecturing student about the philosophical aspect of the theory.
The class would partake in group discussions concerning this part of the theory that was discussed in
the lecture. According to Gose (2009), I would use either the "Playing the Devil's Advocate"
strategy or the "Look for the Contradiction" strategy in the group discussion to assess how well the
student understands the philosophical aspects of the theory. Moreover, this would help me to see if
the student understood what I was lecturing. Another strategy that I would utilize is the Socrates
questioning. Griffith and Frieden (2000) noted that teachers could promote reflective thinking
through Socrates questioning. I believe that reflective thinking would stimulate the student to think
critically about the implications of applying certain counseling theories. Furthermore, I would use
role plays as a strategy to stimulate critical thinking and reflective thinking. I believe that students
should interact with one another to exchange ideas and points of views concerning the subject. This
would aid them in thinking critically about the subject and also help them to get a better
understanding of the subject material. Yang, Newby, and Bill (2005) noted that Socrates questioning
induce critical thinking skills

Adult Teaching Strategies
Teaching strategies that apply to adult learner, styles and cultural perspective
Thinking and learning are social activities that are organized by the tools that are available during
specific situations. The art of thinking is directly influenced by the learning venue where learning
takes place. When a professor is educating an adult learner the professor should take into
consideration learning styles, critical thinking skills and cultural objectives. The point of education
is to make the theory and clinical fun and easy for the adult learner to grasp. Any theoretical model
that will attempt to relate and explain adult learning in relation to an educational theory is necessary
to have two fundamental elements, motivation and reflection. ... Show more content on
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How many times has this been seen a professor demonstration portion of the lecture, rather than
engage the students that are taking part in the learning lecture, the professor conducts a lecture with
way too many slides, packed with factual information and goes right over the heads of the students.
This kind of forum would be a great avenue to introduce a new teaching style to the team of faculty.
But first the instructor needs to pilot this in his or her class that they are currently teaching so that
they can come to the lecture session with evidence that it works. The professor needs to have a post
evaluation session with the students to see how the new style of teaching is working for that class.
This needs to be conducted over several terms or semesters to get an accurate feel of how the
students like and are adopting the new learning style. Also, besides a student evaluation test scores
can be looked at though out the terms or semesters to see how well the students are grasping the
material. The review of all this material will set the groundwork for the other faculty to see that PBL
has a positive learning effect and also figures in with blooms taxonomy. Since blooms taxonomy is
close related to nursing and a basis for many of the teaching styles. It is important that the professor
to make sure that his or her new teaching style to follow blooms taxonomy or what is evidence

How Students Learn And Effective Classroom Teaching...
SC2 Demonstrate an understanding of how students learn and effective classroom teaching
strategies and the capacity to work with colleagues to continually improve teaching and learning.
At Mill Park Secondary College (Senior Campus), I have the opportunity to work with a group of
Year 10 students on their financial mathematics. The class is made up of 14 boys and 11 girls. And
here is a glimpse of their background. This is a low SES co–ed school with an ICSEA value of 984
(My School, 2015a), which is below the national average value of 1000 (ACARA, n.d.). Their
numeracy score is conclusively below the national average score of 580.
Teaching mathematics to these can be challenging as they lack a proper foundation in numeracy.
Some, who lack interests in mathematics, tend to be less cooperative and may endeavour to do as
little as possible. However, research have shown that adolescent are most likely be engaged with a
learning session if they can relate to the content; and more importantly, if they can perceive value in
what they learn.
So, as an introduction to financial mathematics, I decide to immerse them in a real–world problem
context: comparison shopping at their local supermarkets. I gave each of them a Coles or a
Woolworths shopping brochure. The students are asked to identify and compare price–related
information of two products they buy regularly from either Coles or Woolworths, followed by a
short class discussion to bring them to a greater awareness about the

Culturally-Diverse Teaching Strategies
When developing an appropriate teaching strategy every teacher needs to take into consideration
every single student they have. They need to take into consideration of where they come from, and
how much they already have been taught already. Kids will be in different areas of learning. Some
will be stronger learners and others will struggle. The teachers should observe each student so they
can determine where they are when it comes to skills and other things. Once knowing that they will
then be able to make a plan of strategies for each individual student to succeed in goals they need to
succeed in. When it comes to being in a classroom you will have culturally diverse students.
"Weinstein, Tomlinson–Clarke and Curran (2004) developed a five–part ... Show more content on
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I think as a school everyone should make sure all the cultures are represented. Or don't represent any
at all. For example you have holidays. Everyone celebrates different holidays, especially if they
come from different backgrounds. Some holidays that come to mind are Christmas, Hanukkah, and
Kwanzaa. The school as a whole should make sure they are able to support everyone that has
different types of beliefs. To make sure they don't have problems teachers need to be able to
communicate with the staff and other members in the school. Making sure everyone gets noticed for
there beliefs will be difficult the severeness just depends on how dedicated the staff and teachers are
in wanted to collaborate all the cultures. Open communication is key to succeeding in this, as well
as getting input from the students on what they celebrate and how they celebrate it so the adults
know how to organize something. Research will help as well. I think its important to show other
students different beliefs so they are aware of what others believe and celebrate. Its good to
experience different things, and definitely helps kids not judge people for believing in different

Teaching Strategy in the Classroom
Teaching Strategies Applied Effectively in the Classroom
In a classroom, the teacher is the leader. As such, they must take into account which teaching
methods would be best to develop their students learning abilities. During my observations at New
Hyde Park Memorial High School, I was able to witness a wide array of teaching strategies. For this
paper, I will choose specific methods, and discuss how certain teachers used them effectively within
the classroom. First, I will discuss how the modeling process was used to enhance student's abilities
to learn. Modeling is a process of teaching through demonstration. Second, I will discuss how
mapping, a learning strategy that helps students understand relationships between ideas, was ...
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Mapping allows students to organize thoughts and concepts in new ways. Additionally, graphic
organizers have been proven to improve learning outcomes in many students. There are many
different kinds of graphic organizers that can be used. For the purpose of this paper I will discuss the
Venn diagram I observed in Mr. Mechanic's classroom, and network trees that I observed in Mr.
Scott Colvin and Ms. Abbe Katz's classrooms. A Venn Diagram consist of two large circles with
separate topics and an intersecting middle area where the relations between ideas are written. In Mr.
Mechanic's tenth grade English class the circles focused on literary elements contained in two
poems. In the middle section, Mr. Mechanic had the students discuss the literary elements that were
found in both of these works. The use of this Venn diagram helped the students better understand
each individual section, as well as recognize the way certain elements can be used in multiple ways.
(Observe class notes 6, 8) Both Mr. Colvin, in his eleventh grade English class, and Ms. Katz, in her
ninth grade advanced English class, utilized network trees. In Mr. Colvin's class, it was used to help
examine characteristics of leadership. The tree was organized with a block in the middle, marked
"Leadership," and four spawned off circles that focused on individual aspects of leadership. Mr.
Colvin then had the students answer follow up questions which further allowed them

Discussing the Teaching and Learning Strategies
Teaching and learning strategies used in an actual session and to be delivered during professional
practice.
The strategies to be used will depend on several different components, e.g. the ability, knowledge
and background of learners, the subject, differing learning styles etc.
John Dewey (1859–1952) believed that formal schooling was falling short of its potential. He
emphasised facilitating learning through promoting various activities rather than by using a
traditional teacher–focused method. He believed that children learnt more from guided experience
than from authoritarian instruction. He subscribed to learner–focused philosophy and argued that
learning is life, not just preparation for life. This is also applicable to adult ... Show more content on
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As can be seen in my first observed session (Appendix .....) at HOL I chose to use different learning
strategies and styles to my peer teach session. Mainly due to the different audience and time scale
too. Baring in mind the feedbacks I have received for the peer teach, I wanted to include some of the
things mentioned and therefore creating a all around better lesson, one in particular including
students through more nominated questions. Unfortunately I got drawn into the more active students
answering questions straight away and demanding my attention. This made it more difficult for me
to include the quieter students. I believe towards the end of the lesson my efforts started to work and
the quieter students started to join in too. Due to this experience I was very surprised on the student
feedback I have received. (Appendix.....) All students commented on the involvement they
experienced. 'Getting up and doing was the best'. This was a very valuable experience and will assist
for my future studies and teaching.
Prior to the delivering of the session 'Planning and Negotiating' learning is key. 'If you don't know
where you are going it is difficult to select a suitable means for getting there'. Mager (1984)
Each of our students at HOL will have an initial interview where certain key issues and needs will
be established.

Differentiation As A Teaching Strategy
Differentiation as a Teaching Strategy in the Key Stage One Classroom
"Differentiation provides a practical, achievable way for educators to teach in a way that reaches
each student in their charge."
Melinda Good, 2006 This essay will critically evaluate three main strategies of differentiation with a
view to establishing whether they are successful in helping children of differing abilities make
meaningful progress. The three strategies, differentiation by task, differentiation by support and
differentiation by outcome, will be evaluated by analysing their application in one of the core
subjects of Numeracy, Literacy or Science. I conducted observations in a mixed–ability Year One
class in my host school which included several children with identified learning difficulties
including a child with ASD, two EAL children and several children with behaviour problems.
In the context of Primary education, differentiated teaching begins with the premise that every
intake comprises a pupil cohort with a vast range of abilities and needs. These diverse learners are
addressed through modifying teaching, support, tasks and expectations. Facilitating activities
according to children's abilities, enables all pupils to access the curriculum, thus achieving an
understanding of tasks and concepts with their peer group. (Good, 2006). As noted by Tomlinson
(2000, p. 3), there is extensive evidence indicating that children make better progress and find their
school experience

Pedagogy, Teaching and Learning Strategies
Pedagogy: Teaching and Learning Strategies
During my PGCE placements I felt I have used a wide variety of assessment, teaching and learning
strategies. I feel that this is absolutely necessary in terms of providing the best possible service to
the pupils. To be repetitive, predictable and non–contemporary with such strategies is to
compromise the effectiveness of your teaching and limit the chance of achieving your Learning
Objectives.
It is crucial at the outset to understand that the pupils under your tutelage will not learn at the same
pace continually. Similarly, they will not understand or grasp concepts uniformly. Therefore, it is
important to tailor your methods to best support each child as individually as possible.
During my ... Show more content on Helpwriting.net ...
Of course, it was crucial for me to retain overall control and direction of any tasks or challenges and
to maintain an awareness of the progression of both individual pupils and the overall progress of the
group. Therefore, once a task was underway, I felt it was important that my role became more of a
facilitator and coach.
As keen as I was to encourage students in the individuality of their development, I was always
aware that I couldn't simply leave the students to their own devices.
I found that much pedagogy was involved with correcting, altering, refocusing and generally
encouraging students to make progression whilst reminding them of their overall focus. It was
crucial, however, for their own development that they took responsibility for as much as possible at
this stage.
Perhaps the most crucial aspect of my teaching and learning strategies during my PGCE were the
ones I utilised at the end of each piece of work. Prior to my commencement, I had felt that the
success of the pupils' learning would be reliant solely on the depth and quality of information I
supplied them with.
Experience has suggested otherwise however. In retrospect, the really important work was always
done during, and particularly, at the end of a module (or section of a module).
Back to: Example Assignments
Conclusion
Reflection on practice was, by far, the most useful technique I developed during my PCGE. This
applied absolutely equally to the

Student Teaching Strategies Analysis
In order for students to be fully involved and motivated to learn, it takes a couple of outspoken
teaching strategies to make that change. Teaching strategies that are able to not only catch the
students attention but to keep their full interest. Teachers are to be providing an anticipatory set for
their students in order to project success in their students academic learning. Students who are
exposed to learning that is fun and interesting conduct a much better behavior and excellence to the
subject. Madeline Hunter, is very strong willed on never giving up on students, and I think teachers
need to build their teaching strategies around that motto. Teaching strategies need to be organized,
manageable, and constructive in order for students ... Show more content on Helpwriting.net ...
The first most important priority of a teaching strategy is planning it in a daily agenda. Having an
organized plan will keep the teacher on tract and available to change some defects if needed. Having
an organized teaching strategy helps both the students and teacher to progress step by step, and are
able to use or go over any step without getting lost and confused. Starting the day off with bell work
is a great way to warm up the students brain and get them ready for a manageable learning
experience. By manageable I do mean a student centered group that can work independently, and
not be judged for their ideas and or opinions. The teacher needs to have a performance and or
learning objective that students can progress from in order to succeed academically. Helpful
teaching strategies have modeling assignments, projects, and or anything the students are working
with. Sometimes students need that visual example that will bring self motivation to them knowing
it can be done. Constructivism is built off of students learning experiences, and leans heavily on the
teaching strategies. Therefore a teacher must put in all her effort in to her teaching strategies in order
to project a successful learning

Reflection On Teaching Strategies To Promote Social And...
Lameka Gratton
Reflection, 2016–2017
End of Year 1 As a teacher, I want to help my students' social skills, emotional skills and overall
quality of character. I can promote social and emotional development in my classroom by
incorporating specific teaching strategies. Next year, I plan on incorporate social emotional learning
in my lessons as a way of teaching students to really understand how to action the skills in a variety
of situations and form positive habits.
This year, I feel that I was committed to remaining sensitive to my students needs in order to help
them feel secure and confident. To continue my growth in this area of promoting social development
and responsibility, I would like to research, study and implement teaching strategies that will further
promote social development in my classroom.
Over the course of this year, I have come to find that focusing on positive behavior has been a better
management strategy for me than focusing on the negative behavior. This year, I decided to
recognize,reward,and celebrate the students who made good choices. In my class, we worked
together as a class/family towards a goal, it could be anything from extra recess, earned free choice
or an extra art activity. Whenever I observed my students working well together, or receiving a
compliment or praise from another teacher or leader on campus I would reward the entire class with
a "special" activity of their choice.
Next year, I'd like to continue my practice of positive

Literacy Teaching Strategies
Every teacher is a literacy teacher. No matter what content area you teach, you are also a literacy
teacher. Teaching is not only what we teach but it is also how we teach, thus when we talk about
content it is what we teach and literacy talks about how we teach in every content area. The goal of
literacy teaching is to develop reading, writing, and comprehensive skills in our students in every
content area. We know that these skills are equally important in every content area in the secondary
level. As a math teacher I think that if my students are able to make a viable argument and reasoning
in mathematics then they are real mathematicians. They need to know how to explain their
mathematical procedures, provide support to their arguments, present oral presentation, and in
general develop as a literate mathematician. I have observed in my colleagues and in my students
that even being very good in math they cannot present themselves as ... Show more content on
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Some of these are already seen in my class and I will try to implement some of the others later. I
have already implemented independent reading strategy described in chapter 5 of this book. When I
am dealing with the word problem I usually give my students "Private Reasoning Time(PRT)" of
two minutes when they reading the question on their own and are ready to share their understanding
with in their small group. This helps them to share and compare their comprehensive skills, I always
use the strategies described in chapter 4, such as partner talk, collaborative work on presentation,
teacher's facilitation on collaborative learning, etc. Each of these strategies help the students get
better in their literacy skills as well as get better in math. Thus, mathematics content is not
independent from literacy, and if a student is better in one then it will obviously help him/her get
better in

Teaching Strategies For The Teaching Strategy
The teaching strategy begins with the use of direct instruction. I stated in a previous paper, "direct
instruction teaches a "base", one that is required for indirect instruction" (Hitchcock, 2013). Once
that base is developed, teachers can begin to use student centered (As Gary Borich mentions,
indirect instruction teaches items such as concept learning, inquiry, and problem solving through
more involvement (Borich, 2011). It also allows for the development of other skills that are
connected to critical thinking (Braley, Layman, White, 2003) by using strategies such as cooperative
learning, group discussions, and divergent questions.
Another benefit of indirect teaching developing the necessary higher level thinking skills students
should develop by forcing students to think about answers, not simply parrot off answers or
regurgitate information given in class. It requires students to take bits of information to assist in
creating their own responses and learning to use items to defend arguments. All of this, each and
every benefit from these types of instruction plays an essential role in accomplishing my personal
educational philosophy.
Teacher–Learner Relationships Using these strategies and developing the desired milieu is
important. That I believe is not something that many people would debate. However, I personally
feel as though these axiological beliefs are not possible without first developing a relationship with
my students. My desire is to have my

My Teaching Strategy For Students
During my three years in the classroom, I have observed that all children are unique and are unique
learners. Although some may categorize children into auditory, visual, and kinesthetic learners, I
believe that there is much more to a child learning than placing each child under a specific category.
Part of my job as a teacher is to discover throughout the year how each individual student learns
best. Part of my teaching strategy for my students includes using not only cooperative learning
activities, but also individual learning activities as well. An example of my large learning activities
would include morning circle where we sing our good morning songs, assign daily jobs, and
participate in calendar. We also learn our theme for the day in the large group. An example of
individual learning activities would be our daily writing exercises. Whether we are working on
writing our names or the weekly letter, it is more personal learning when it is just the teacher and
student working on the task.
Although I have been in the classroom for three years, this is my first year with my very own
classroom. With this being said, I am still figuring out what works and what does not. The children
are not the only ones learning this year! As I mentioned above, every learner is unique and I work
hard every day trying to discover how I can effectively teach each of my eighteen students.
Understanding the different learning styles of your students and how to implement them is one of
the

Teaching Strategies For Children With Disabilities
I am a sophomore in college and growing up I have always had a lot of love for children with
disabilities. My parents taught me that everyone is not the same, but God made everyone in his
image. A school in Arizona has a program named Reteach and Enrich that helps children with
disabilities. Mariko Nobori states that "The goal of the program is to give disorder students the
opportunity to master essential skills and knowledge before they move on to the next level" (5
Strategies). It can be very hard to teach a child with needs, but the teachers need to take out time;
have a common curriculum calendar, have an involved and informed leadership to help the children
with needs, and be very consistent. Therefore, common strategies should be created to help children
with different needs. First, if the teachers take some time out to assistance the children with a
disability to learn better, the child will do better in school. "A change in teaching strategies can
influence a child 's with disorders the ability to participate and learn" (Thompson 7). Teachers
believe that they can teach a subject in four days have one test and the children will understand it
(Nobori 2). Nobori states with, "R&E that, "Beginning the following Monday, students attend either
a 30–minute reteach or enrich session every day. Reteach: Teachers reteach objectives using
different lessons for students who need additional time for mastery. The teacher whose students
performed best on the previous week

Developmentally Appropriate Teaching Strategies Essay
Developmentally Appropriate Teaching Strategies Korianne Shafer SOC312: Child Family &
Society (BMF1441A) Art Tolentino October 27, 2014 Developmentally Appropriate Teaching
Strategies Diversity encompasses numerous characteristics including socio–economic background,
ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more
varied and diverse with students from diverse linguistic and cultural backgrounds, and students with
a disability. It appears that teachers must meet the needs of all students successfully and individually
to effectively teach a classroom of diverse students. This paper will first identify three challenges
involved with ensuring that teaching strategies are ... Show more content on Helpwriting.net ...
In essence, this issue is usually a huge challenge in meeting cultural and personal challenges in
children. For this reason, the teacher must be able and willing to offer that child whatever he or she
wants. However, the concept of fairness should not be confused with equality; a teacher ought to
know that fairness is when children get what they need (Horner, 2005). Markedly, there is a huge
difference between a want and a need; therefore, teachers the distinctive concept of equality and
fairness is not synonymous. For instance, if a student needs to put on glasses when in class to see the
board clearly, equality would suggest that all student in the classroom are given glasses, on the other
hand, fairness would be to ensure that the child is in a position to where his or her glasses. In
essence, teachers must foster and create an opening and nurturing classroom environment for their
students in order for them to successfully distinguish the teacher's definition of fairness and the
child's definition of fairness. Arguably, this is one of the biggest challenges faced by teachers in
ensuring that teaching strategies are appropriate for children who are culturally diverse. In
conclusion, a teacher cannot effectively teach students to his or her fullest potential without having a
fundamental understanding of a child's disability or ethnic and cultural background. Therefore, it
should be every teacher's goal for all students in his or her class to exceed

Current Instructional Strategies For Teaching
Current Learning/Teaching Strategies in Your Field The nursing profession is always evolving;
therefore, nursing education should also evolve. The nursing profession has changed from a focus
on bedside care to a focus on technology, and now a focus on excelling at care integrated with
technology. This paper will identify current teaching strategies, and discuss the potential effects of
the integration of new teaching strategies in my own classroom. Current Instructional Strategies in
Nursing Searching for instructional teaching information was easy. There was an overabundance of
articles, books, and there is even an entire website dedicated to development of curriculum and
nursing educational strategies. There are numerous references ... Show more content on
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Before I even started my new career as a nursing educator, everyone was telling me "whatever you
do, don't just stand there and talk". Since then I have heard the same phrase over and over again yet
no one was saying what else was expected in its place to deliver the necessary content. I attended a
Health Educations Conference in May, 2015 which highlighted instructional strategies for the
nursing profession. The keynote speaker said don't lecture or use PowerPoint. She used both.
However, she was wonderful and I learned more form her than my last on–line graduate class in my
master's program. I have found numerous articles stating lecture isn't the death of teaching, as long
as it doesn't consume the whole class. According to Herrman (2008), lecture is imperative to deliver
content but that the instructor needs to know the audience. Lecture cannot be more than a third of
the class time and should involve the students in a discussion. Lecture is an efficient way to deliver a
large amount of information to a large amount of students (Herrman, 2008). Of course if you want to
know if they actually understood the information or even heard you another instructional strategy
would be required. Lecture is a useful and still used today in many nursing classrooms, however,
with the changing demographics of students and the rise of technology the instructor must know
their audience and engage them in the discussion. Concept mapping was

Language Pedagogy And Teaching Strategies
Language Pedagogy and Teaching Strategies
Recent decades has witnessed the method of language teaching in Second Language Acquisition
(SLA) has a shift from grammar–translation toward Communicative Language Teaching (CLT)
(Brandl, 2007). During the 20th century, as increased attention was paid to the demand of
communication skills, grammar–translation method which emphasizing knowledge of grammatical
rules and translation activities was no longer effective (Richards & Rodgers, 2001). In Australia,
CLT is a preferred approach to be adopted for second language teaching (Fernandez, 2008).
Therefore, the pedagogy of CLT incorporating an array of supportive teaching strategies will be
implemented in my LOTE teaching to ensure that all L2 learners are engaged, challenged and
learning successfully.
Communicative Language Teaching
Communicative Language Teaching (CLT) is a method to teach modern languages that focuses on
learning to communicate. In terms of principles of CLT, Kumaravadivelu (2006, p.118) asserts that
"language is a system for expressing meaning and the central purpose of language is
communication". It seems that from the perspective of CLT, language is a tool for meaningful
communication. Berardo (2006) claims that the concept of authenticity is essence to CLT including
authentic materials, tasks and language use. It is likely that the success of CLT could be achieved
through implementing authentic materials and meaning–focused tasks in language teaching and

KWL Chart Teaching Strategies
After arriving early enough to review the assignments left by the regular teacher, I would prepare
align my teacher strategies with those learning objectives and review any available seating charts or
additional notes left by the regular teacher that may help identify those students covered under
IDEA or Section 504 that may need specialized instruction. After the students arrive, I will use the
KWL Chart teaching strategy to ensure the students are sitting in the right seats and as a lesson
starter. This will also help me assess the wide range of skills and abilities of the students based on
their responses to what they know, want to know and expect to learn that day based on the
objectives noted on the board. I would then write stated goals

Teaching Strategies For Learning Style Preferences
It is in this article that Beck matches three teaching strategies to learning style preferences. During
which he attempts to link the 4MAT system, Dunn's LSI, and the Renzulli & Smith's LSI to teaching
strategies associated to display individual learning preferences linked to the brain's hemispheres.
The 4MAT system and Dunn's LSI is teacher driven teaching strategies while the Renzulli & Smith's
LSI allows student input into their teaching strategies. In linking the 4MAT system to teaching
strategies, Beck further explores why certain teaching strategies are more successful and
hemispheric appropriate when adapted to their individual natural tendencies. Student learning
tendencies are associated with left– mode, right– mode, or multi– mode tendencies. Dunn 's LSI
includes a wide range of motivations that teachers should consider when determining individual
learning styles that may include psychological and cognitive variables. However, Renzulli & Smith's
LSI permits student to provide their input to list their favorite to least favorite activities. All three
LSI have significance, but it is ultimately the teacher's role to provide opportunities for each student
to unharness their potential.
The focus of this article was to perform research on the Preferred Teaching Approach Inventory
(PTAI) including psychometric properties. This was performed to determine students preferred
teaching styles impacted their personal learning styles. The research suggested that

Teaching Methods And Strategies For Teaching Styles
There has always been a debate on what kind of teaching styles work best, what the best curriculum
to teach is, or how to effectively organize your classroom. Yet, nobody has discovered what the most
effective teaching methods are. As future teachers, we must constantly be making decisions that will
shape us into the teacher we would like to become. Over the course of the next four years, and even
once we become teachers with classrooms of our own, we will be exposed to many different
teaching methods and strategies. There is no one right or wrong way to teach, and it is up to us to
decide how we would like to structure our classroom. While there are many teaching styles, it seems
that there is predominantly two types of teachers according to John Dewey: those that are reflective,
and those that are not. Unreflective teachers tend to accept the routines that are given to them by the
school they are working for. They spend their days working to solve problems who have been
created by others for them. Reflective teachers on the other hand, are constantly evaluating their
beliefs, teaching methods and behaviors and modifying those things so that it works with the
situation they are in. Dewey believe that in order to be a reflective teacher, you must have three
different components to your attitude: open–mindedness, responsibility, and wholeheartedness. In
being open–minded, you must be willing to listen to both sides of the argument and willing to use an
alternative way of

Teaching Strategies With Mr. Halliwell
Teaching Strategies with Mr. Halliwell As a third grade teacher at Allen Elementary I have been
using multiple practices throughout my years as a teacher. The first practice I use in my classroom is
guided reading. This is where small groups of students read texts at their independent and
instructional level with teacher guidance. The second strategy I use in my classroom is silent
reading, which is embedded in Daily 5 for my language arts block. During this time students each
day read to self for twenty minutes or more with texts of their choosing. The last strategy I use in my
classroom is higher–level questioning throughout a lesson. I have found these strategies to be
effective and best practices as they not only fit with my teaching style and have research to support
them, but have proven to have student growth of the majority of my students of a year or two years
in just one school year. The first strategy that I have always used in my classroom is guided reading.
I use this in conjunction with Daily 5. With my Title I background I was trained on multiple
different leveling/reading systems including; Lexile, DRA (Joetta Beaver), Reading Recovery, and
Fountas and Pinnell. With the knowledge of all of these systems I have learned to group students by
not only their reading level but their skills they need and/or have. According to one study, it states to
consider increasing the use of individualized instructional formats likes Readers Workshop (Atwell,
1998). The study

The Importance Of Teaching Skills And Strategies
Teaching Skills and Strategies
There are many benefits that come with the teaching skills strategies. These skills and strategies
allow teachers to interact with students and explore content areas with a purpose. It is a very useful
tool that is incorporated with lesson planning and implantation as well. The teaching skills and
strategies include observe, support, stretch, direct, stimulate, plan and professionalism. As a teacher,
it is important to not only gain experience with these skills and strategies, but feel confident in your
ability to promote each one!
Observe is a teaching skills that teachers can benefit from in the classroom! To me, observe means
to not only see and hear but also listen and understand. There is a big ... Show more content on
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I also used letters for introductions and explanations of my participation in the classroom. This
allowed me to build and respectful and professional relationship with my CAC, her family and
others in the classroom. I was able to learn about my CAC's likes and dislikes, wants, needs and
overall development. I also learned more about her family such as home life and hobbies. It was a
great way to further her learning and development. I was able to better engage her by already
knowing her interests and what would get her attention, and keep it! The family was very involved
and interested in hearing about the activities we did in the classroom, individually and with her
friends!
Support is used when a teacher is attending to the children. Support is a great tool to provide your
students with feedback to extend their learning and abilities. This will bring their uniqueness to light
and allow them to convey their message and thinking behind their work as well, if you engage in
conversation with them as a supportive measure! Being a supportive teacher means understanding
the children as individual learners, thinkers, and explorers. I am confident in my ability to "attach
words and actions to a child's product, actions and feelings." I am confident that I can support my
students by giving feedback that will ensure a "Can do" attitude! It is important to listen to the
children and understand the, so that you are able to

The Learning And Teaching Strategies
Many great learning and teaching strategies are presented in the text, How we learn... of which a
few learning tactics, namely discrimination, perceptual learning, chunking and interleaving will be
briefly discussed as to how they have relevance in my context. To begin we will examine
discrimination, the brain's ability to "detect minute differences in sights, sounds and textures. [Such
is considered]...one of the first steps we take in making sense of the world" (Carey, 2012, p.180).
This learning technique occurs often during HT training as students detect differences in breathing
patterns of those being treated, l see slight tremors or body twitches that accompanies release of
stagnate energy and perceived smoothness of textures in the human energy field (Mentgen &
Bulbrook, 2011). Next, perceptual learning occurs as the brain takes notice of subtle differences in
techniques, such as hand positions that seem the same but may not have the same therapeutic effect.
Another learning strategy that can be useful in HT training is chunking which is the simple act of
grouping bits and pieces of information together to make a whole (or at minimal a segment) of a
concept. For example words stringed together create sentences and sentences which are connected
formulate paragraph. In the case of HT chunking is necessary as a series of hand movements and/or
places equate to a specific healing technique. The final relevant strategy from the text is that if
interleaving, "a cognitive science

Teaching A Foreigner Language And An Training Of Teaching...
The aim of this essay is to reflect the experience of teaching a foreigner language and an analyzation
of teaching strategies. The first part of the essay is an evaluation of the weaknesses and strengths of
a Task–Based Learning (TBL). Second part of the essay is a self–reflection on my peer teaching
lesson and how I could apply in practice the Presentation, Production, Practice (PPP) teaching
strategy and how to improve my teaching skills.
Firstly, the positive parts of the TBL lesson, the Teacher (T) was leading the lesson by concentrating
on the local needs of the Learners(L) (Tarone and Yule, 1990). To investigate the L's knowledge, she
used the life experience for learning the language (Tarone and Yule,1991:5). It was a well–chosen ...
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According to Scrivener all these are pending on the language level of the Ls because the activities
should be more effective to use the language (Scrivener, 2010:58.). Ellis suggesting the lesson could
improve with more concentration of leading process than by using fewer tasks. Furthermore, near to
the end of the class the T could not balance the interaction between herself and the Ls and it led to a
diverted situation which expanded the Teacher Talking Time (Stewick, 1980).
Following strategies, I learned during the observation that the best way is to shorten the controlled
practice to use more talking tasks. During the preparation of the lesson, T need to keep the attention
of the Ls, and give clear instructions, use tools such as pictures and the writing on board because
they would lose motivations to do the task easily. Also, during the activity, the T's role is to monitor
how the L could work together in groups and individually. The most practical way of the seating is
the horseshoe arrangement (Gower, Phillips, and Walters, 2014).
In order to identify our strengths and weaknesses of our teaching skills, each member of the class
participated in a 10 minutes' peer teaching lesson. My chosen language was Hungarian and the aim
of the lesson was to learn the different pronunciation some letters which English does not include.
The main difficulties I had to face with were the planning the lesson and my anxiety. For me the
greatest

Classroom Management And Teaching Strategies
This training was conducted in a blended mode, that is, it involved an online self–paced learning
followed by an interactive online discussion and ended with a face–to–face action learning. That is,
the training blended the online mode (Stage 1: online self–paced and Stage 2: online discussion)
with the offline mode (Stage 3: face–to–face action learning). The modules in LeP were as follows:
CM 1: Classroom Management and Teaching Strategies
CM 2: Blended Learning in Hospitality School
CM 3: Problem–based Learning in Hospitality School
CM 4: Learning Outcomes
CM 5: Teaching and Learning Theories
CM 6: Assessment and Evaluation
This e–training programme was registered under the Malaysian Human Resources Development
Fund (HRDF). It ... Show more content on Helpwriting.net ...
Also, the lecturers acquired an insight into blended learning which was promoted by the government
of Malaysia in its 5–year e–learning strategy.
The time taken to complete each module varied according to the lecturer's availability and workload.
Some of them required less than a month while others needed more. Nonetheless, the average time
to complete all six modules was 7.7 months. During this period, whatever they learned from the
training they could immediately apply to their teaching. When they encountered any problems or
issues, they could bring them up for discussion in the forum or refer to the trainers. In this manner,
lecturers acquired what was termed as on–demand–knowledge.
All the six modules were available in a purpose–built training portal and lecturers could access these
modules 24–7. Each module was self–contained. Stage 1 and Stage 2 of a module received
minimum supervision from the author who was the trainer. Only at Stage 3, lecturers discussed
face–to–face real–world cases with the instructor. In LeP, the pace of progress from one module to
another usually slowed down at Stage 2 (forum) and Stage 3 (face–to–face). It was because there
was a need to have a minimum of five lecturers to sustain productive interactions. In LeP, once
started, lecturers must complete a module within a month. However, it was not necessary to move
on to another module

The Importance Of Effective Teaching Strategies
The benefits to students and teachers of using effective teaching strategies are numerous and include
student teacher bonding, high student learning, and less teacher burn stress. Four articles have been
reviewed, here, that span twenty years time. Issues of concern twenty years ago are still an issue
facing teachers and administrators today. McLaughlin and Talbert (1993) indicated there was a need
to reform content twenty years ago. Fear and the inability of students to recognize teacher feedback
as helpful are stumbling blocks students face every day (Black & William, 1998). "...Assessment is
often viewed as something in competition with teaching, rather than as an integral part of teaching
and learning" according to Heritage's (2007, p. 140) Phi Delta Kappan article. These roadblocks
have become paving stones for new teachers today. Observation assessments completed, show
Professional Development has a positive correlation to students learning an teacher effectiveness
(Allen, Gregory, Mikami, Lun, Hamre, & Pianta, 2013). Change, transition, new experiences, and
uncertainty encompass a secondary students life as they are in growing emotionally and
educationally. Teachers play a vital role in an adolescence's life at this time. The teacher can be a
source of safety and familiarity. The teacher will set the classroom environment in an optimal way to
ensure students feel welcome, safe, listened to, respected, and able to succeed. This is the foundation
upon which the teacher

Teaching Strategies For Menopausal Women
Our group project is on menopause and our goal is for menopausal women to be able to identify
coping mechanisms and alternative therapies to help them with signs and symptoms they may
experience. Menopause is a normal transition that all women will experience at some time in their
lifespan. During the transition phase it can affect cognitive (verbal memory), affective (verbal
learning), and psychomotor (fine motor skills) in the first year after their last menstrual period
(Anderson, 2013). It is important to teach our menopausal women that the memory problems that
they experience is not because of sleep disruption or depression; it is because of hormonal
fluctuations they are experiencing during the changes of life (Emling, 2013). At times ... Show more
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(n.d.). Retrieved June 28, 2016, from http://www.womenshealth.gov/menopause/symptom–relief–
treatment/ Norman, J. (2016, April 20). Osteoporosis in Women. Retrieved June 28, 2016, from
http://www.endocrineweb.com/conditions/osteoporosis/osteoporosis–osteoporosis–women Perry, S.
E., Hockenberry, M. J., Lowdermilk, D. L., & Wilson, D. (2014). Maternal child nursing care (p.
47). St. Louis, Missouri: Mosby. Pietrangelo, A., & Hirsch, K. R., MD. (2014, December 8).
Menopause by the Numbers: Facts, Statistics, and You. Retrieved June 27, 2016, from
http://www.healthline.com/health/menopause/facts–statistics–infographic#3 Stoppler, M. (2015,
September 25). Menopause Age, Peri/Post Symptoms, Causes, and Treatments. Retrieved June 28,
2016, from http://www.medicinenet.com/menopause/article.htm The Seventh Stage of Psychosocial
Development: Generativity vs. Stagnation. (n.d.). Retrieved June 28, 2016, from
https://www.verywell.com/generativity–versus– stagnation–2795734 Warren, D. Menopause: A
Time of Transitions. Retrieved June 28, 2016, from https://www.nursece.com/courses/82–
menopause–a–time–of–transitions What Is Menopause? Causes, Symptoms, What Happens. (n.d.).
Retrieved June 28,

Teaching Strategies For Teachers And Teachers
The greatest perception of what strategies work in the classrooms come from teachers because they
are daily working in them. The CCSS (Common Core Standards) was implemented as a guide for
teachers what students need to be learning in school. It doesn't show how teachers should teach in
the classroom. The people that decide how to teach in the administration of schools and teachers.
They decide what strategies will work best to help the students to learn better. Professional
Development for teachers are very important to discuss and collaborate about teaching strategies
and what works for students. This workshops are imperative for teachers to learn from experts on
the educations field. With teacher grade level collaboration can develop professionally by analyzing
common core standards. These can create encouragement proficiency for the standards. The
development of an instruction map can assist with instructional planning. Schools need to prioritize
Professional Development in school, it is important learning time for teachers–. It need to be a
priority for administrators because is the key for teachers to grow professionally and school to
succeed. This valuable information can be transmitted to our classrooms for daily practice. The
administration and coaches have the obligation to support teachers by giving them the new
knowledge and providing with time and tools to implement the standards. Teachers need strong
leadership people that will respect teachers and

Strategies for Teaching English Language Learners Essay
English Language Learners (ELL) require appropriate education in the English language. Reading,
writing, listening, pronunciation, vocabulary, and grammar are important for an ELL student to
learn. Educators should use individualized lesson plans that will cater to each student's abilities and
knowledge of the secondary language. An ELL classroom is formed with students who do not have
the capability to speak or read English fluently. These students are unable to participate in a
mainstream classroom without some type of help. The ELL classroom will give students more time
to practice English. Comprehensible Input Comprehensible input is academic learning messages. An
ELL student must participate if they want to learn the material. ... Show more content on
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Specific feedback is necessary on areas that need to be mastered and areas needing improvement.
Check the student understanding during the lesson and at the end of the lesson provide specific
feedback to help the student succeed. Grouping Structures and Techniques Before implementing
grouping in an ELL classroom, there are three things that need to be thought about "the teaching
context, the teaching content and the individual learner" (Mustfa, 2002). After the decision to use
grouping has been made an educator must figure out what outcome they want from their students.
ELL educators should view grouping as a good technique. According to Mustfa (2002) educators
"can begin with the process of information gathering, by looking at their teaching context, reviewing
their teaching content and by getting to know their learners individually. When all this information
is taken into consideration, the teachers will be ready to make effective decisions with regard to the
process of grouping for teaching and learning activities in ELL classrooms." Some researchers
believe that grouping ELL students is an ineffective technique. The ELL students will be less likely
to speak English if they are grouped together. These students will speak to each other in their native
language and have no reason to speak to another in English. There are many techniques that can be
used in a group setting. Building

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