SBQ Skills: Reliability
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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!
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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.
Difference between Chinese and American Schools
The document summarizes some of the key differences between Chinese and American schools. It notes that in China, classroom and lunch breaks are longer, teachers move between classrooms while students stay in one room, and classes have around 50 students. In America, breaks are shorter, students change classrooms, and classes typically have 15-25 students. It also discusses differences in elective courses, homework policies, classroom participation expectations, and etiquette between the two school systems. The document encourages adapting to the American school environment by making friends, joining clubs and sports, being respectful, and having fun during your education experience.
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.
First day of school powerpoint
The document outlines classroom procedures and expectations for a 6th grade class. It includes details such as lining up quietly at the door, having 2 minutes to prepare for class, keeping bookbags and desks clean and organized, raising hands and waiting to speak, completing homework independently, and consequences for misbehavior like parent contact, counseling, or referrals. The teacher wants to ensure all students feel comfortable asking questions and are ready to learn each day.
Classroom rules and procedures
The document outlines classroom rules, procedures, and expectations for students in a classroom. It details 6 classroom rules regarding materials, being prepared, following directions, speaking only when called on, remaining seated, and no food. Disciplinary procedures are explained moving from warnings to detentions to referrals. Incentives like praise and awards are provided for positive behavior. Procedures for entering and exiting class, notebooks, papers, restrooms, sharpening, and walking in the halls are stipulated. Library expectations require reading 2 accelerated reader books per grading period.
Professinal develpoment presentation el learners
This document provides information and materials for teaching a 1st grade narrative writing unit, including targeted vocabulary words and assessment strategies. It introduces a narrative writing unit which focuses on reading, writing, and understanding brief narratives. It then lists 10 targeted vocabulary words to be taught: narrative, setting, character, plot, beginning, middle, end, personal experiences, and sequencing words. Finally, it provides examples of formative and summative assessments including exit slips, KWL charts, and matching vocabulary definitions that can help evaluate student understanding of the targeted words.
Thisismyschool Ali
This document summarizes a student's school. The student attends Eduard Fontsere school in HOSPITALET, which is about a 5 minute walk from their house. The student is in 3rd C, a normal classroom with 12 students. The classroom has 4 windows providing lots of light, 10 tables, 14 chairs, and some English projects on the walls.
Detention Procedures
Detention is used as a consequence for breaking school rules to promote learning and prevent disruptions. It involves completing work or reflecting on behavior during recess or lunch in the cafeteria, opportunity room, or a buddy classroom. Students are given a form to complete depending on the type of infraction, either an endless essay about the rule broken or a form examining what happened and how to improve. Students must go directly to detention quietly and complete the assignment before checking out with the monitor.
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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.
Difference between Chinese and American Schools
The document summarizes some of the key differences between Chinese and American schools. It notes that in China, classroom and lunch breaks are longer, teachers move between classrooms while students stay in one room, and classes have around 50 students. In America, breaks are shorter, students change classrooms, and classes typically have 15-25 students. It also discusses differences in elective courses, homework policies, classroom participation expectations, and etiquette between the two school systems. The document encourages adapting to the American school environment by making friends, joining clubs and sports, being respectful, and having fun during your education experience.
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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The document outlines classroom procedures and expectations for a 6th grade class. It includes details such as lining up quietly at the door, having 2 minutes to prepare for class, keeping bookbags and desks clean and organized, raising hands and waiting to speak, completing homework independently, and consequences for misbehavior like parent contact, counseling, or referrals. The teacher wants to ensure all students feel comfortable asking questions and are ready to learn each day.
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The document outlines classroom rules, procedures, and expectations for students in a classroom. It details 6 classroom rules regarding materials, being prepared, following directions, speaking only when called on, remaining seated, and no food. Disciplinary procedures are explained moving from warnings to detentions to referrals. Incentives like praise and awards are provided for positive behavior. Procedures for entering and exiting class, notebooks, papers, restrooms, sharpening, and walking in the halls are stipulated. Library expectations require reading 2 accelerated reader books per grading period.
Professinal develpoment presentation el learners
This document provides information and materials for teaching a 1st grade narrative writing unit, including targeted vocabulary words and assessment strategies. It introduces a narrative writing unit which focuses on reading, writing, and understanding brief narratives. It then lists 10 targeted vocabulary words to be taught: narrative, setting, character, plot, beginning, middle, end, personal experiences, and sequencing words. Finally, it provides examples of formative and summative assessments including exit slips, KWL charts, and matching vocabulary definitions that can help evaluate student understanding of the targeted words.
Thisismyschool Ali
This document summarizes a student's school. The student attends Eduard Fontsere school in HOSPITALET, which is about a 5 minute walk from their house. The student is in 3rd C, a normal classroom with 12 students. The classroom has 4 windows providing lots of light, 10 tables, 14 chairs, and some English projects on the walls.
Detention Procedures
Detention is used as a consequence for breaking school rules to promote learning and prevent disruptions. It involves completing work or reflecting on behavior during recess or lunch in the cafeteria, opportunity room, or a buddy classroom. Students are given a form to complete depending on the type of infraction, either an endless essay about the rule broken or a form examining what happened and how to improve. Students must go directly to detention quietly and complete the assignment before checking out with the monitor.
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The document outlines classroom rules regarding behavior, materials, and procedures including consequences for breaking rules such as warnings, detention, and referrals as well as incentives for good behavior like praise and awards, and details procedures for entering and exiting class, notebook organization, paper usage, restroom breaks, and traveling in the hallways as a class.
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The document discusses classroom discussion rules for Ms. Mercer's fifth grade class at Nicholas Elementary. It explains that discussion is an opportunity for the whole class to talk about what they have read, done, and learned, and is how students earn their oral language grade, so participation is important. The teacher will call on the first student and may ask a question to start, then students will take turns responding and choosing the next speaker until the discussion ends. Proper discussion ball passing etiquette is also outlined.
Class Meeting
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Julia Baxter works as an Early Field Experience Supervisor at SUNY Oneonta, where she has worked for 10 years. In this role, she places education students in local schools for their required 100 hours of classroom experience. She finds placements challenging as there are many students but only 10 schools that can accommodate them. Baxter also teaches some school counseling courses. She enjoys watching students graduate but finds it difficult to confront those who perform poorly in placements or to tell students they must repeat placements. Requirements for education students have increased over the years in terms of classroom hours needed.
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Mrs. Johnson was Laura Lukkari's favorite 5th grade teacher because she was always willing to help students and made her class enjoyable and approachable. Laura wants to be a teacher to make learning enjoyable for children and make a difference in their lives, by being a passionate teacher who creates a comfortable classroom where children can be themselves and ask questions.
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The document discusses classroom discussion rules for Ms. Mercer's fifth grade class at Nicholas Elementary. It explains that discussion is an opportunity for the whole class to talk about what they have read, done, and learned, and is how students earn their oral language grade, so participation is important. The teacher will call on the first student and may ask a question to start, then students will take turns responding and choosing the next speaker until the discussion ends. Proper discussion ball passing etiquette is also outlined.
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Class meetings provide a structured process for students to resolve conflicts, plan activities together, and build community through compliments. Guidelines are established for respectful participation, including taking turns speaking and actively listening. The meeting involves sharing compliments, discussing issues on the agenda, generating solutions, and assigning a student to follow up on implementing the agreed upon solution. The overall goal is for the class to work together to make their classroom a better learning environment.
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The document answers seven common questions students have on the first day of science class. It provides the room number, instructions for finding assigned seats, basic classroom rules of being on time, prepared, focused, respectful, and following directions. The teacher outlines the year's curriculum on weather, erosion, forces and motion, cells, the human body, and viruses. Grading is explained as percentages corresponding to letter grades. Finally, the teacher provides personal details to help students get to know her as a person and reassures them that she will treat students with humanity.
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The student receives a poor grade on a test despite studying, having used another student's notecards from the website StudyBlue.com. In a daydream, he imagines another hard-working student altering study materials on the site to sabotage lazy students. This student started changing details on cards to cause others to fail tests, and the idea spread to many universities. The original student snaps out of the daydream, logs onto StudyBlue to make his materials private, and emails their support staff to investigate manipulated notecards.
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- The document summarizes survey responses from students in different 6th grade classrooms at Akimel Middle School about how they feel in their classrooms.
- Most students feel safe, comfortable participating, and able to concentrate in their classrooms. However, some students dislike how the desks are arranged or find the classroom décor distracting.
- Favorite things about classrooms included teachers, classmates, and decorations. Least favorite things included desk arrangements, loud classmates, and difficulty concentrating.
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Ms. Johnson welcomes students to her 4th grade class at Vicksburg Intermediate School. She was born and raised in Mississippi and is currently a graduate student after recently graduating from Jackson State University. Her classroom expectations include being friendly, kind, eager to learn, having positive behavior, and doing one's best. Classroom rules prohibit talking without permission, gum or food without permission, being unseated, touching others, cheating, and being disrespectful. The attendance policy contacts parents after 3 unexcused absences and requires make-up work within 2 days of an absence. Classroom procedures include daily bell ringers, silent reading, AR tests on Fridays, graded group work and papers, vocabulary and spelling tests
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The document summarizes the results of questionnaires given to teachers and students at a school about relationships. 15 teachers and 15 students responded. The majority of teachers liked all or active students and enjoyed teaching. Most had favorite pupils. Cheeky behavior most commonly made teachers angry. Relationships between teachers and students were generally seen as good or very good by both, though some students saw them as not very good or bad. Several teachers and some students reported witnessing bullying.
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2) In the dialogue, Rabi brings his father Zahir Ali to see the doctor because he is having difficulty breathing and severe chest pains.
3) The doctor examines Zahir Ali and finds he has pain in his chest. The doctor prescribes a medicine to take morning and night and advises getting a chest x-ray.
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The document summarizes a lesson plan for a Grade 5 class on using past tense irregular verbs. The plan includes showing a video example, reading a short story and identifying past tense words, ordering sentences from the story words, having excellent students teach describing pictures to weaker students, and giving a homework worksheet on simple past tense. The teacher will focus on time management and helping weaker students, and reflect on what went well and improvements for their class observation.
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Shona Traynnor visits her teacher Xavier Vale's classroom to submit an essay. The video shows Shona knocking on the door and entering, pulling up a chair opposite the teacher at his desk. The teacher asks Shona for the essay, and she replies while searching her folder and handing it over. Shona then stands up, walks back out of the room and is shown leaving down the hallway.
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The narrator helps their gym teacher with lessons on Tuesdays. As they arrive at the gym one Tuesday, they trip over an obstacle while walking towards their teacher. Embarrassed, they struggle to get up but their teacher laughs and asks if they are okay. When the teacher then asks the narrator out, they are surprised but say yes, flushing with excitement.
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The document provides an overview of different student learning levels in language acquisition - Beginner, Upper Beginner, Intermediate, Upper Intermediate, and Advanced. For each level, it describes the typical abilities and limitations students have in terms of speaking, listening, reading, and writing in the target language. The levels progress from having very limited abilities to being able to communicate with more complex structures and on a wider range of topics as the level increases.
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Guided Response As you read the responses of your classmates, con.docx
Guided Response:
As you read the responses of your classmates, consider how their negative educational experience could have been changed to support student learning. Respond to at least two of your classmates’ posts. Provide additional suggestions for them in creating their own positive, stimulating learning environment. Be sure to respond to any queries or comments posted by your instructor.
Melissa Cagno
The biggest negative experience that I have had is with a previous employer, and it was my first day as a preschool teacher in a facility nearby. On my first day, I walked into a situation that made a huge impact on the way I viewed this facility. When I started that day, I was told that I would not be in “my classroom” that I would be filling in for a teacher that was out that day. I didn’t have an issue with that fact and was actually up for the challenge. But when I entered the classroom I noticed there were no rules, no structure, no lesson plans and the classroom was complete chaos. I managed to create some spur of the moment lessons and engaged in music as much as possible. Then when it was time for lunch, and I went to serve it, it was pure sugar and very unhealthy. I left for the day feeling defeated, tired, frustrated and stressed and nowhere to turn. I expressed my concerns throughout the day along with a lot of severe health issues to the owner and was brushed off. I care a lot about the children’s safety and their learning environment, and I felt like I was drowning. Needless to say, I ended up moving on from that position because I felt helpless and without a direction to improve anything.
I have had several positive experiences throughout my educational background. The classrooms were always welcoming, warm and inviting and it showed that the teachers cared about their classrooms and their students. Those classrooms made me excited about becoming a teacher and gave me something to work towards in the future.
“The foundation for successful learning and a safe and secure classroom climate is the relationship that teachers develop with their students (Sousa, Tomlinson, 2011)”. The teacher-student relationship is something that should be built on from day one. If the students do not trust or know you, they will feel uneasy and unsafe in the classroom environment. It is so important to form the relationship with your students to ensure communication and safety of your students. Another way to provide a positive learning environment is with your attitude. If you have a positive and fun attitude, it will show through your lessons and your students will enjoy being in your class every day which will affect how they learn. Lastly, the organization is a big key to a positive and stimulating learning environment. If your classroom is packed full of stuff or the students, do not know where materials are it can cause frustrations for you and your students.
I firmly believe there are no stupid questions! I want to ensure my stude.
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This document contains testimonials from former students, parents, and faculty praising two teachers - Bert Wartski and Anne Thompson. For Wartski, many students describe how his challenging AP Biology class inspired them to pursue careers in science and medicine. They credit him with their success in college-level biology courses and beyond. For Thompson, students describe how her dedication to teaching has profoundly impacted them and prepared them well for college. They appreciate her leadership of educational trips abroad. Overall, the testimonials portray Wartski and Thompson as dedicated teachers who have had an immense positive influence on their students.
F Lynch Teaching Portfolio
The student had a positive experience observing various classrooms through their teacher education course. They saw that teaching styles have moved away from the classical lecture format and now emphasize student-centered and hands-on learning. The most rewarding observation was of a French classroom where students were excited to learn about other cultures. The student learned that effective teachers adapt their lessons to different learning styles and manage classrooms through clear rules and listening to students. This experience reinforced the student's decision to become a teacher.
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Stalin rose to power through his cunning personality, position as Secretary-General, and exploitation of his rivals' weaknesses. As Secretary-General, he appointed supporters to key roles and called votes against rivals. Through deception and alliances, Stalin outmaneuvered rivals like Trotsky by preventing Lenin's testament and making Trotsky appear disloyal to gain more party support than any other candidate after Lenin's death.
Riseof stalin factors
The document discusses how Josef Stalin rose to power in the Soviet Union after Vladimir Lenin's death in 1924. It provides three reasons for Stalin's rise: 1) Stalin's cunning personality, as he outwitted his rivals through alliances and prevented Lenin's testament from being read; 2) Stalin's position as Secretary-General of the Communist Party, which he used to appoint supporters and call votes against his rivals; 3) The weaknesses of Stalin's rivals, particularly Trotsky's arrogance and lack of support building.
Holiday Home Work
This document consists of a source-based case study on racial tolerance and interaction in Singapore. It includes 5 sources - a political cartoon (Source A), two comments from residents on interactions in housing estates and schools (Sources B and C), a government description of Singaporean society (Source D), and a speech by a government minister on racial harmony efforts (Source E). Students are asked questions to analyze the sources and assess the level of racial tolerance and interaction based on the evidence provided.
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Northern Ireland has had a long history of conflict between those who want it to remain part of the United Kingdom and those who want it to join the Republic of Ireland. The textbook discusses the origins of the conflict between Protestants and Catholics in Northern Ireland over British rule. Students are tasked with learning more about Northern Ireland's history from their textbook or online research, and watching a YouTube video about the ongoing tensions to understand how conflict has persisted over time.
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The document discusses key events and developments during the Cold War era following World War II, including the division of Germany and Europe, establishment of military alliances like NATO and the Warsaw Pact, conflicts in Korea and Cuba, and the global impacts of the Cold War. The Cold War involved intense strategic competition and proxy wars between the US and USSR as the dominant superpowers seeking to spread their influence and prevent the other's rise.
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Regional And International Conflict
The document summarizes the conflict between Iraq and Kuwait in 1990-1991. Tensions rose due to Iraq's large debts from its war with Iran and falling oil prices, which hurt Iraq's economy. Iraq invaded and annexed Kuwait in August 1990. The UN demanded Iraq withdraw and imposed sanctions. A US-led coalition launched air and ground attacks (Operation Desert Storm) in January 1991 and liberated Kuwait within 100 hours, ending the conflict in February 1991.
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This document discusses how Singapore ensures its national security through deterrence and diplomacy. It defines deterrence as measures taken to prevent and protect from threats, such as maintaining a strong citizen armed force and military cooperation with other countries. Diplomacy involves maintaining good bilateral, regional, and international relations, including being a member of ASEAN and the UN. Singapore's two-pronged approach of deterrence and diplomacy manages conflicts and security threats.
Wareurope
The document discusses several key events that threatened peace in Europe in the 1930s and ultimately led to the start of World War II:
1) Hitler pursued an aggressive foreign policy after becoming Chancellor of Germany in 1933 in violation of the Treaty of Versailles, including rearmament of Germany and remilitarization of the Rhineland, which other powers did not stop.
2) The League of Nations proved ineffective at preventing aggression by Germany, Italy, and Japan, failing to take action against their violations.
3) Seeing the League as useless, Stalin signed the Nazi-Soviet Pact with Hitler in 1939 to buy time, allowing Germany to invade Poland and starting World War II in Europe.
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This document provides guidance on evaluating the utility and reliability of a source to answer a given question. It advises examining what information the source provides and leaves out, making inferences supported by evidence, considering other sources, and assessing the source's reliability. Utility means how useful a source is for a specific purpose like answering "How useful is this source in showing that fast food makes you obese?".
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The document summarizes the impact of World War 1 on Germany and the rise of Hitler and the Nazis. It discusses how WWI led to huge casualties and economic damage. The Treaty of Versailles imposed harsh terms on Germany causing resentment. Hitler exploited economic troubles and social unrest in the 1930s to rise to power. As Chancellor, he established a totalitarian regime, destroying democracy and instituting political, social and economic controls over Germany.
Authoritarian Regimes - USSR
The document discusses the rise of communism in Russia. It began as an ideology developed by Karl Marx that believed workers would rise up against the rich. This occurred in Russia in 1917 when widespread dissatisfaction with Tsar Nicholas II due to food shortages and the impact of World War I led to his abdication. The provisional government that replaced him failed to enact reforms and lost power to the Bolsheviks led by Lenin, who established the world's first communist regime, pulling Russia out of the war.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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Article: https://pecb.com/article
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SBQ Skills: Reliability
- 1. RELIABILITY
- 6. Source A “ My form class is the best class in CDSS. All the students are responsible and well behaved. I don’t have to scold the class or tell them what to do. They always take initiative and get the work done. Even when it comes to classroom cleanliness, they are all super-responsible. I am amazed at how tidy the classroom is. I know that my students are always the best and will never misbehave because they are an Express class!” - Mr. Shashi, the form teacher of 3E1 giving comments about the discipline of 3E1.
- 7. Source B I enter the classroom and am always shocked to see the state it is in! The floor is always dusty and littered with scraps of paper. The tables are out of arrangement. There are sweet wrappers and food containers hidden under the desks. The students must be eating in class. - Teacher X who teaches quantum physics to 3E1 on the state of the classroom every time he goes in for lessons.
- 8. Source C “ I enjoy teaching 3E1. The students are bright and full of potential. They are eager to learn and always ask interesting questions. But as with all other students, the 3E1 students tend to misbehave in class. They can get a little noisy even when the teacher is talking. Also, many students like to change their seats so that they can be with their friends.” - Teacher Y commenting on her microbiology lessons with 3E1.
- 11. Source A “ My form class is the best class in CDSS. All the students are responsible and well behaved. I don’t have to scold the class or tell them what to do. They always take initiative and get the work done. Even when it comes to classroom cleanliness, they are all super-responsible. I am amazed at how tidy the classroom is. I know that my students are always the best and will never misbehave because they are an Express class!” - Mr. Shashi, the form teacher of 3E1 giving comments about the discipline of his form class.
- 13. Source B “I enter the classroom and am always shocked to see the state it is in! The floor is always dusty and littered with scraps of paper. The tables are out of arrangement. There are sweet wrappers and food containers hidden under the desks. The students must be eating in class.” - Teacher X who teaches quantum physics to 3E1 on the state of the classroom every time he goes in for lessons. Source C “I enjoy teaching 3E1. The students are bright and full of potential. They are eager to learn and always ask interesting questions. But as with all other students, the 3E1 students tend to misbehave in class. They can get a little noisy even when the teacher is talking. Also, many students like to change their seats so that they can be with their friends.” - Teacher Y commenting on her microbiology lessons with 3E1.