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This document summarizes 3 articles about teachers and classrooms. The first article discusses how teachers from different cultures can recognize teaching styles and classroom behaviors across cultures based only on body language and facial expressions. The second article examines how black students are rated by white and black teachers and finds they often receive lower scores, influenced by cultural differences. The third article views the classroom as preparing students for the workforce by teaching a "hidden curriculum" of behaviors like obedience, order, and work ethic.
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Reflection (Nora)
The author reflects on their internship at JEB Stuart High School where they observed various classes and teaching methods. They observed the respect students had for their teacher, Dr. Sherlie Scribner, and how she maintained order through seating arrangements and hall pass policies. For one class, the author was asked to teach about Indian literature from the Rig Veda, with the help of a student of Indian descent. Students actively participated and the internship provided valuable experience in understanding American school culture and teaching techniques.
Observations in a Gifted and Talented Classroom
In two observations of a 3rd grade gifted and talented classroom, the student observed various activities. Students worked independently on logic math worksheets and edited drafts of mystery stories. The observer interacted with students who had dual diagnoses, such as giftedness and Asperger's syndrome. Debate around early identification of gifted students and their preference for independent work was discussed. The observer reflected on how the activities challenged students in higher-level thinking skills and showcased their giftedness in various areas.
Read Aloud
This document summarizes the background and teaching philosophy of Marien Villanueva Vega. It includes her educational qualifications, work experience as an elementary school teacher, and beliefs about teaching writing and the role of the teacher in facilitating student discovery.
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The document discusses the various roles that a language teacher must take on to be effective, including guide, observer, controller, prompter, tutor, organizer, assessor, participant, and resource. As a guide, the teacher shows students techniques for learning a new language. As an observer, the teacher watches student activities without interacting to evaluate their understanding. The controller role involves explaining new grammar structures and rules. A prompter motivates students and gives clues when they get stuck. Other roles include working individually with students as a tutor, planning and structuring lessons as an organizer, providing feedback and corrections as an assessor, participating in activities alongside students, and serving as a source of information when students have questions. Taking on multiple roles
Field observation essay
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Observation reflection
The observation reflects on an English class for 1st grade secondary students in Mexico. The teacher relied heavily on grammar translation, speaking Spanish and translating everything into English. Students worked individually from a textbook and dictionary with no technology. They depended a lot on the teacher due to their basic English level. The 50-minute class lacked communicative activities and student engagement was interrupted by a backpack check. Overall, the observation critiques the traditional and non-communicative approach to teaching English.
Reflection on my observations at school
During two months of observations at School N° 4, the document reflects on the English teacher, Romina Cheme, and her teaching style. Romina is described as confident, assertive, and able to control her classes. She uses a loud voice without shouting and insists that students make eye contact when being disciplined. Romina also emphasizes appropriate student behavior and puts students in groups for hands-on projects. Both the teacher and students created a welcoming environment for the observers.
Pts 2 artifact
The teacher provided an overview of the student's strengths and weaknesses. The student does well participating in class but has low reading, writing, and vocabulary skills. Goals for the year include getting the student reading at grade level and improving writing stamina and punctuation. The teacher recommends observing the student during independent work to ensure he stays on task and understands assignments.
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Reflection (Nora)
The author reflects on their internship at JEB Stuart High School where they observed various classes and teaching methods. They observed the respect students had for their teacher, Dr. Sherlie Scribner, and how she maintained order through seating arrangements and hall pass policies. For one class, the author was asked to teach about Indian literature from the Rig Veda, with the help of a student of Indian descent. Students actively participated and the internship provided valuable experience in understanding American school culture and teaching techniques.
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Read Aloud
This document summarizes the background and teaching philosophy of Marien Villanueva Vega. It includes her educational qualifications, work experience as an elementary school teacher, and beliefs about teaching writing and the role of the teacher in facilitating student discovery.
Teacher's Role
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Field observation essay
Mrs. Doloisio's kindergarten class played a learning game on a Smartboard where students answered questions in teams for candy prizes. The observer noted the game reinforced concepts naturally without seeming like direct instruction. Mrs. Doloisio then taught the frog life cycle using Bloom's Taxonomy by asking simple questions and explaining transformations. The experience helped the observer realize they were better suited to teach first grade due to kindergartners' difficulties with rules and kindness. Multiple intelligences like interpersonal and intrapersonal styles were observed in a second grade class, informing balanced teaching methods. The main purposes of school are to enhance one's mind for challenges and help students discover their strengths and identities.
Observation reflection
The observation reflects on an English class for 1st grade secondary students in Mexico. The teacher relied heavily on grammar translation, speaking Spanish and translating everything into English. Students worked individually from a textbook and dictionary with no technology. They depended a lot on the teacher due to their basic English level. The 50-minute class lacked communicative activities and student engagement was interrupted by a backpack check. Overall, the observation critiques the traditional and non-communicative approach to teaching English.
Reflection on my observations at school
During two months of observations at School N° 4, the document reflects on the English teacher, Romina Cheme, and her teaching style. Romina is described as confident, assertive, and able to control her classes. She uses a loud voice without shouting and insists that students make eye contact when being disciplined. Romina also emphasizes appropriate student behavior and puts students in groups for hands-on projects. Both the teacher and students created a welcoming environment for the observers.
Pts 2 artifact
The teacher provided an overview of the student's strengths and weaknesses. The student does well participating in class but has low reading, writing, and vocabulary skills. Goals for the year include getting the student reading at grade level and improving writing stamina and punctuation. The teacher recommends observing the student during independent work to ensure he stays on task and understands assignments.
Ss pts 2
The teacher provided an overview of the student's strengths and weaknesses. The student does well participating in class but has low reading, writing, and vocabulary skills. Goals for the year include getting the student reading at grade level and improving writing stamina and punctuation. The teacher recommends observing the student during independent work to ensure he stays on task and understands assignments.
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The teacher led a biology class on the topic of corrosion. She noticed that many students were stuck and lacking pre-existing knowledge of key terms, so she stopped to explain notations and terminology through questioning. While some explanations went well, other parts were missed due to an uncertainty of students' existing knowledge as a relief teacher. The teacher realized students did not understand an assignment question and had to provide additional explanation before continuing with the content. Through spending more time explaining deeply and asking individual questions, the teacher was able to get students back on task to do experiments, though pre-existing knowledge should have been checked initially.
obsevation Instrument 1
The document contains an observation instrument that assesses educational paradigms, approaches, and techniques used in a classroom. It includes Likert scale questions regarding humanism, behaviorism, constructivism, cognitivism, and more. It also has questions on adolescent development and second language acquisition. The final section examines different teaching methods and includes yes/no questions about techniques like using songs, worksheets, pictures and more. Responses are presented using graphic bars and a pie chart.
Reliability1.1
Source A is not a reliable source about the behavior of Class 3E1. While the form teacher, Mr. Shashi, claims the class is well-behaved, Sources B and C provide evidence contradicting this claim. Source B describes the classroom as messy and littered when he teaches. Source C acknowledges the students are bright but says they misbehave by being noisy and changing seats, like other students. As the form teacher, Mr. Shashi has a stake in presenting his class positively, but the descriptions from other teachers who interact with the class contradict his claims.
Tma 2 observations of an expert and a novice teacher
The document summarizes observations of a novice and expert teacher. For the novice teacher, Ms. Rona, the observer notes that she struggled with classroom management as students were distracted and inattentive. Ms. Rona's lesson involved reviewing diseases but lacked visual aids. The expert teacher, Ms. Arlene, was confident being observed and gave clear instructions. However, some students struggled with the English activity and copied answers without thinking. Overall, the observer analyzed teaching styles and effectiveness between the two teachers.
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- In Case 4.6, Mr. Murat takes steps to welcome students on orientation day such as personalized work stations and engaging one-on-one conversations. He aims to establish rapport before the school year.
- Case 5.1 discusses how using judgmental labels for students can negatively impact their self-worth and behavior.
- Case 5.2 suggests teachers focus on students' behaviors and accomplishments, not personalities, to avoid associations between character and achievement. The teacher addresses specific behaviors and understands mistakes do not define students.
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The document outlines different roles that teachers play in the classroom, including facilitator of learning, transmitter of information, controller, organizer, evidence gatherer, prompter, resource, feedback provider, editor, tutor, and provider of comprehensible input. It notes that as organizers, teachers should engage students, give clear instructions, start the activity, and provide feedback. The document also discusses scaffolding student knowledge and moving around the classroom to fulfill different roles such as prompter, resource, and feedback provider when working with students, and finding the best place to tutor individuals.
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(2) The "ignite" procedure which sets a random patch on fire to start the simulation.
(3) The fire then spreads deterministically from burning trees to neighboring trees based on the code rules, while the placement of trees was random.
The document explores modifying aspects of the model like changing the color of trees or direction of fire spread. It also discusses representing the dependencies in the code and analyzing the deterministic and random elements conceptually.
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The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
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Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
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- The resource teachers, Jennyvi Dela Cruz and Raymond Aboga, taught English classes at Mabini Colleges observing several principles of learning.
- They engaged students by relating lessons to their experiences, encouraging participation through group work, and ensuring students discovered personal meaning.
- Students actively participated in discussions, shared ideas, and helped each other learn, indicating the teachers successfully created a collaborative learning environment.
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The document discusses three articles about achieving success in college. The first article talks about dealing with "slackers" in group projects and how students and teachers should address unbalanced work. The second discusses a program helping underprivileged youth pursue professional careers. The last explores how a diverse, multicultural curriculum can foster academic achievement for all students.
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Ss pts 2
The teacher provided an overview of the student's strengths and weaknesses. The student does well participating in class but has low reading, writing, and vocabulary skills. Goals for the year include getting the student reading at grade level and improving writing stamina and punctuation. The teacher recommends observing the student during independent work to ensure he stays on task and understands assignments.
Biology class observation
The teacher led a biology class on the topic of corrosion. She noticed that many students were stuck and lacking pre-existing knowledge of key terms, so she stopped to explain notations and terminology through questioning. While some explanations went well, other parts were missed due to an uncertainty of students' existing knowledge as a relief teacher. The teacher realized students did not understand an assignment question and had to provide additional explanation before continuing with the content. Through spending more time explaining deeply and asking individual questions, the teacher was able to get students back on task to do experiments, though pre-existing knowledge should have been checked initially.
obsevation Instrument 1
The document contains an observation instrument that assesses educational paradigms, approaches, and techniques used in a classroom. It includes Likert scale questions regarding humanism, behaviorism, constructivism, cognitivism, and more. It also has questions on adolescent development and second language acquisition. The final section examines different teaching methods and includes yes/no questions about techniques like using songs, worksheets, pictures and more. Responses are presented using graphic bars and a pie chart.
Reliability1.1
Source A is not a reliable source about the behavior of Class 3E1. While the form teacher, Mr. Shashi, claims the class is well-behaved, Sources B and C provide evidence contradicting this claim. Source B describes the classroom as messy and littered when he teaches. Source C acknowledges the students are bright but says they misbehave by being noisy and changing seats, like other students. As the form teacher, Mr. Shashi has a stake in presenting his class positively, but the descriptions from other teachers who interact with the class contradict his claims.
Tma 2 observations of an expert and a novice teacher
The document summarizes observations of a novice and expert teacher. For the novice teacher, Ms. Rona, the observer notes that she struggled with classroom management as students were distracted and inattentive. Ms. Rona's lesson involved reviewing diseases but lacked visual aids. The expert teacher, Ms. Arlene, was confident being observed and gave clear instructions. However, some students struggled with the English activity and copied answers without thinking. Overall, the observer analyzed teaching styles and effectiveness between the two teachers.
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- The document discusses three classroom management cases involving effective teacher practices at the beginning of the school year and avoiding judgmental language.
- In Case 4.6, Mr. Murat takes steps to welcome students on orientation day such as personalized work stations and engaging one-on-one conversations. He aims to establish rapport before the school year.
- Case 5.1 discusses how using judgmental labels for students can negatively impact their self-worth and behavior.
- Case 5.2 suggests teachers focus on students' behaviors and accomplishments, not personalities, to avoid associations between character and achievement. The teacher addresses specific behaviors and understands mistakes do not define students.
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Here are the Power Point slides for the activity that we did on reliability. You might want to go through the slides again and try out the activity at your own time. Enjoy!
Ed 285 case study
Mrs. Lewis teaches biology and AVID at Nile C. Kinnick High School. She arranges her classroom differently depending on the class, using pods or groups of 3-4 for biology to allow student collaboration, and seating students with similar questions together for AVID. Materials and supplies are kept on one side of the room for student access as needed. Mrs. Lewis checks in frequently with each student in biology to monitor their progress. She has also connected with most students on a personal level. Her AVID classes follow consistent procedures each day, beginning with turning in assignments and binder checks, then discussing upcoming work or individual progress before starting tutorial sessions.
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The document outlines different roles that teachers play in the classroom, including facilitator of learning, transmitter of information, controller, organizer, evidence gatherer, prompter, resource, feedback provider, editor, tutor, and provider of comprehensible input. It notes that as organizers, teachers should engage students, give clear instructions, start the activity, and provide feedback. The document also discusses scaffolding student knowledge and moving around the classroom to fulfill different roles such as prompter, resource, and feedback provider when working with students, and finding the best place to tutor individuals.
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(2) The "ignite" procedure which sets a random patch on fire to start the simulation.
(3) The fire then spreads deterministically from burning trees to neighboring trees based on the code rules, while the placement of trees was random.
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Similar to Educ 200w Powerpoint
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This document summarizes observations from a classroom with some diversity. The majority of students were Hispanic and mainly sophomores. The teacher did an excellent job getting all students to interact. There was no issue with English as a second language, and different religions were accepted but not discussed. The teacher created developmentally appropriate lessons and allowed for extra help. Culture and schooling can affect student development through surrounding influences. All children can learn despite disabilities or differences, as intelligence is not defined by social class.
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Part A
The context of the classroom setting
In the first section of this action research project I will address the context of classroom setting. Although, it is as important as the teaching itself and understand it is essential in creating learning environments in which every student can thrive. According to Pallardy, context is a classroom’s characteristics such as the composition of the student body, classroom structures and resources. Furthermore, by establishing that context is dependent on student learning we are able to come up with an action research question that will be discussed in this essay. The action research will be on the reading workshop; Is motivation among students a big challenge when it comes to reading literacy?
In addition, a reading workshop is one way to structure a class. Developing strong reading skills in students is one of the key goals in an educational program. Reading workshops encourages the students to become better readers. To accommodate the children’s variability, I assess the children through instructing them to write journals on what they have read and giving them vocabulary tests on that week’s reading. This helps when it comes to identifying student with a reading problem and can be able to tailor lessons to individuals.
One of the concerns that I have experienced in this classroom setting of reading workshops is children’s motivation to read books that they have selected. Their ability to choose the right book and their commitment to stay with the book until they finished is also a concern when it comes to their motivation when reading books. These findings were drawn from the data of the journals and vocabulary test that I had assigned to them. The journals that they wrote the boys in the class performed poorly more than the girls. There is also the fact that the boys in the class didn’t find satisfaction in reading unlike the girls. The boys also were not reading books of their own accord unlike the girls in the class who spent hours with ‘series’ books and other chapter books.
The classroom has 24 students; 52% are boys and 48% are girls. The last two tests on vocabulary showed that girls performed more than the boys. Also, the literature review was discouraging: the boys were lagging the girls. This concerns may be a product of the independent reading workshop and of the freedom of children to choose their own books during that session.
Through observation and interaction with the boys that excelled in the literature reviews I noted that families had a strong impact and the boys that saw their fathers at home read were more likely to choose to read. Therefore, having spoken with the school administration I invited some of the male role models for the boys. I invited teachers, some of their fathers, other school male employees to visit the class and talk about their reading habits. Some of them were frank about their discovery about.
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- The resource teachers, Jennyvi Dela Cruz and Raymond Aboga, taught English classes at Mabini Colleges observing several principles of learning.
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- Students actively participated in discussions, shared ideas, and helped each other learn, indicating the teachers successfully created a collaborative learning environment.
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The document discusses three articles about achieving success in college. The first article talks about dealing with "slackers" in group projects and how students and teachers should address unbalanced work. The second discusses a program helping underprivileged youth pursue professional careers. The last explores how a diverse, multicultural curriculum can foster academic achievement for all students.
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This document discusses strategies for improving uninterested and difficult to engage students' attitudes towards mathematics. It provides an overview of research showing that students' attitudes are shaped by multiple interrelated factors like emotions, associations with math, expectations for learning outcomes, and perceived value of math goals. The document also examines concepts of engagement, motivation, and how teachers can use frameworks from research to better understand students' perspectives and identify approaches for increasing participation, interest, and achievement in math class.
345 week 2
The document outlines the goals and agenda for Week 2 of the English 345 course. The goals include developing an understanding of the history of language teaching methodology, knowing the characteristics of different methods, and identifying the theoretical background behind each method. The agenda covers discussing readings on these topics, classroom observation perspectives, an overview of language teaching terms and history, and examining the idea of "best methods" through an article by Prabhu. It also includes students' reflections on the readings and group work analyzing the theories and techniques of various methods. The document provides context and guidance for the week's class discussions and activities.
345 week 2
The document outlines the goals and agenda for Week 2 of the English 345 course. The goals include developing an understanding of the history of language teaching methodology, knowing the characteristics of different methods, and identifying the theoretical background behind each method. The agenda covers discussing readings on the history of language teaching methods and an overview of terms like Grammar Translation Method, Direct Method, Audiolingual Method, and others. It will also involve problematizing the idea of there being a "best method" through an article by Prabhu. The document provides context for discussions in the week's class meetings.
What are teacher for
Teachers play an important role in students' lives and education. While the internet provides a source of information, teachers can guide students and help develop them into good citizens through classroom learning and personal support. Different types of teachers have different strengths - older teachers have more experience understanding students, while younger teachers bring new teaching methods, but all teachers help build students' futures and characters. Subjects also vary between teachers, with language teachers focusing on culture and history, and science teachers teaching about research and development. Overall, teachers remain vital pillars of society that online resources cannot replace.
345 week 2 section 2
Week 2 goals for English 345 include developing an understanding of language teaching methodology history, major method characteristics, and theoretical backgrounds. The readings discuss that no single best method exists, and the importance is how to develop activities enabling program objectives. Teachers should operate based on their own sense of plausibility and update approaches over time based on research and experience. A variety of methods were discussed, highlighting that different contexts require flexible approaches tailored to student needs.
Classroom Observation Essay
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The student observed various technology tools used in the classroom, including the school learning resource center, bulletin board displays, teaching aids, handouts, slide presentations, and educational websites. She found some tools like books and visual aids easy to use, while others such as making graphic organizers and slide presentations with many numbers were more difficult. Through exploring different technology resources, the student gained confidence in researching topics and understood how to better present information to students.
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1) Teachers are the foundation of American society and education as they educate everyone and make school mandatory. They are also influential role models for students.
2) As a future elementary school teacher, the author plans to make their classroom environment bright, colorful, and welcoming to help young children adjust from home. They believe in having students seated in a circle.
3) The author views motivation and discipline as primary topics in educating students. They believe teachers should challenge students and find new ways to make lessons exciting to keep students engaged.
Anderson, thompson, & pomykal (schooling) done
Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
E Portfolio2
The document describes a classroom activity where students role play conversations about different professions using flashcards. Students take turns asking and guessing each other's professions. The activity aims to improve students' use of verbs like "to be" in questions and answers about jobs. It encourages students to interact, learn new vocabulary, and build confidence speaking in English.
2011 week 3 kuma 1 and 2
This summary provides an overview of a discussion on conceptualizing teacher roles and post-method pedagogy in TESOL:
1) The discussion focuses on three roles for teachers: passive technicians who follow methods strictly, reflective practitioners who adapt methods, and transformative intellectuals who challenge sociopolitical assumptions.
2) Post-method pedagogy is presented as a more flexible framework than rigid language teaching methods, allowing teachers to develop context-sensitive approaches based on guiding principles.
3) While some argue methods are irrelevant concerns for practicing teachers, others note teachers have long blended techniques from different methods based on their expertise and classroom needs.
Below is a student post can you write me a feedback in one paragaph .docx
Below is a student post can you write me a feedback in one paragaph from her post?
When thinking about the educational setting in which I work my role is a teacher. I experience a lot of diversity with my role as the teacher. There are two different roles that I take on. This is one way in which I experience diversity in my job. I am by law responsible for my students education and I teach them the lessons that are necessary for them to learn. For most of my students, I am also a second mom or a fill in mom. I keep food in my classroom for my kids who are hungry and do not have much at home. I also have extra personal products there if they need it and I give them the listening eat and advice about how to achieve their dreams or if they are having a problem. The second way in which I experience diversity is that I have students of various genders and nationalities and ethnics that I have to interact with on a daily basis.
One challenge I have found when working with diverse backgrounds is the preconceived notions of Americans that is learned overseas before immigrants or refugees come to America. The cause of this challenge I believe comes from history of what Americans have done both in their own country and overseas. We talk about change in America but that same talk and cooperation isn’t seen in the news only negativity so it leads their preconceived notions to be true until they come to America and see otherwise for themselves.
The second challenge I have seen when working with a diverse group is the gender roles. Often times kids from another country that doesn’t see women as equals usually have a hard time making friends with females and they gravitate towards more male figures and role models and are more than likely to listen to men in authority before they listen to the women in authority. The cause of this challenge is because in some countries women shouldn’t hold high powers of authority and these values have been instilled into the kids at an early age until the child has assimilated into American customs and traditions and way of life.
I often do a myth buster assignment that lets students see the similarities in the things sad about their culture by other countries that aren’t ours and see that they are just silly notions. Kids usually love it. I can’t say that I would address them differently because they are all necessary to help students learn and understand each other and the concept that America was built upon. I like my approach and they work but I am an open minded person so I wouldn’t mind mixing them with other ideas and approaches that have been proven to be effective.
Another student post do the same
Both educators that I interviewed had described their educational settings to be very diverse. Mr. Kapfer works in a school with children of many different races and backgrounds, while Ms. Cangero works in a classroom that has several children who need special education. Mr. Kapfer had said that the b ...
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skeleton System.pdf (skeleton system wow)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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تتميز هذهِ الملزمة بعِدة مُميزات :
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