Jenna created a reading program called "For the Love of Reading" for her senior project. Over the course of three months, she held nine meetings with elementary students where she read children's books related to the season and did a corresponding craft. Some challenges included peanut allergies and keeping students focused. Overall, the program was successful in promoting the importance of reading to young children.
This document summarizes a teacher's research project focusing on two students, DB and JA, to better understand their literacy skills and home lives. The teacher conducted home visits which revealed challenges for both families, including language barriers, parenting stresses, and lack of reading activities at home. Through learning about the students' backgrounds, the teacher was able to create an engaging classroom topic and make changes to better support all students, including taking time to understand them as individuals. The project helped the teacher reflect on their own teaching practices and life.
Lindsay Wynett completed a senior project involving art therapy with special needs students. She worked with an adaptive art teacher, Katherine Murphy, to plan and facilitate four art projects with the students. The projects included sea creature mosaics, warm/cool color paintings with shapes, clay sculptures, and crayon rubbings. Wynett then organized an art show to display the students' works at the Cherokee Art Center. Through the process, she learned about teaching special needs students and gained skills in communication, project planning, and working with others. The experience confirmed her interest in pursuing a career in special education or adaptive art teaching.
The volunteer summarizes their experience volunteering in a kindergarten classroom at Miami Heights Elementary School. They observed the classroom environment and daily activities, helped teach lessons, and engaged with the students. Some highlights included reading Green Eggs and Ham and doing a related cooking activity with the students, watching the students openly share feelings and experiences with each other, and participating in a fun "farmer day" celebration. The volunteer felt they gained improved communication, cultural awareness, responsibility, technology, and art skills from the experience.
The document summarizes the student's experiences volunteering in a third grade classroom over several weeks for a senior project. In their first visit, the student was nervous but found the students warmed up to them quickly and asked many questions about high school. Subsequent visits saw the student assisting with various classroom activities like reading groups, art projects, and computer time. The student enjoyed interacting with the students and learning more about teaching. They continued planning their final project which will be presenting a lesson on basic anatomy.
Lindsay Wynett completed an art show as her senior project to showcase art projects created by special needs students at her school. She worked with an adaptive art teacher, Mrs. Murphy, to plan and facilitate four different art projects for the students to work on over several months. The projects included mosaics, paintings using warm and cool colors, ceramics, and crayon scrapings. Wynett then organized and mounted an art show of the students' works at the Cherokee Art Center. The show was well-attended and an article about it was published in the local paper. Through this project, Wynett learned more about teaching art to special needs students and gained skills in project planning,
1) The student teacher observed that the group of 9 first year students, consisting of 5 girls and 4 boys, were quite talkative and distractible, with one boy often interrupting class unnecessarily.
2) To engage the students, the teacher planned lessons incorporating a variety of activities and strategies tailored to their interests, focusing on the teaching points of the present perfect and "used to" tenses.
3) Through competitive games, role plays, songs and other motivating activities centered around topics like sports, movies and childhood memories, the teacher found ways to challenge but also motivate the talkative group of students.
1. The document discusses strategies for creating a friendly classroom environment as a novice teacher, drawing on observations from classrooms and scholarly literature.
2. It emphasizes the importance of teachers and students establishing classroom agreements and expectations together at the beginning of the year to promote positive behavior and inclusion.
3. Effective communication from the teacher, such as using a normal speaking voice and simple reminders, as well as engaging students in activities, can help prevent misbehavior and create a friendly environment.
This document discusses the importance of building positive relationships between a school, students, parents, and the wider community. It uses the example of Wind Park Community Primary School, which was once failing but is now thriving due to involving the whole community. The school appointed local staff, worked with local organizations, and encouraged parental involvement. Parents now volunteer extensively in the school. The school focuses on developing responsibility and self-control in students. It also offers community activities after school. Overall, the document argues that community partnership is essential for students' success.
This document summarizes a teacher's research project focusing on two students, DB and JA, to better understand their literacy skills and home lives. The teacher conducted home visits which revealed challenges for both families, including language barriers, parenting stresses, and lack of reading activities at home. Through learning about the students' backgrounds, the teacher was able to create an engaging classroom topic and make changes to better support all students, including taking time to understand them as individuals. The project helped the teacher reflect on their own teaching practices and life.
Lindsay Wynett completed a senior project involving art therapy with special needs students. She worked with an adaptive art teacher, Katherine Murphy, to plan and facilitate four art projects with the students. The projects included sea creature mosaics, warm/cool color paintings with shapes, clay sculptures, and crayon rubbings. Wynett then organized an art show to display the students' works at the Cherokee Art Center. Through the process, she learned about teaching special needs students and gained skills in communication, project planning, and working with others. The experience confirmed her interest in pursuing a career in special education or adaptive art teaching.
The volunteer summarizes their experience volunteering in a kindergarten classroom at Miami Heights Elementary School. They observed the classroom environment and daily activities, helped teach lessons, and engaged with the students. Some highlights included reading Green Eggs and Ham and doing a related cooking activity with the students, watching the students openly share feelings and experiences with each other, and participating in a fun "farmer day" celebration. The volunteer felt they gained improved communication, cultural awareness, responsibility, technology, and art skills from the experience.
The document summarizes the student's experiences volunteering in a third grade classroom over several weeks for a senior project. In their first visit, the student was nervous but found the students warmed up to them quickly and asked many questions about high school. Subsequent visits saw the student assisting with various classroom activities like reading groups, art projects, and computer time. The student enjoyed interacting with the students and learning more about teaching. They continued planning their final project which will be presenting a lesson on basic anatomy.
Lindsay Wynett completed an art show as her senior project to showcase art projects created by special needs students at her school. She worked with an adaptive art teacher, Mrs. Murphy, to plan and facilitate four different art projects for the students to work on over several months. The projects included mosaics, paintings using warm and cool colors, ceramics, and crayon scrapings. Wynett then organized and mounted an art show of the students' works at the Cherokee Art Center. The show was well-attended and an article about it was published in the local paper. Through this project, Wynett learned more about teaching art to special needs students and gained skills in project planning,
1) The student teacher observed that the group of 9 first year students, consisting of 5 girls and 4 boys, were quite talkative and distractible, with one boy often interrupting class unnecessarily.
2) To engage the students, the teacher planned lessons incorporating a variety of activities and strategies tailored to their interests, focusing on the teaching points of the present perfect and "used to" tenses.
3) Through competitive games, role plays, songs and other motivating activities centered around topics like sports, movies and childhood memories, the teacher found ways to challenge but also motivate the talkative group of students.
1. The document discusses strategies for creating a friendly classroom environment as a novice teacher, drawing on observations from classrooms and scholarly literature.
2. It emphasizes the importance of teachers and students establishing classroom agreements and expectations together at the beginning of the year to promote positive behavior and inclusion.
3. Effective communication from the teacher, such as using a normal speaking voice and simple reminders, as well as engaging students in activities, can help prevent misbehavior and create a friendly environment.
This document discusses the importance of building positive relationships between a school, students, parents, and the wider community. It uses the example of Wind Park Community Primary School, which was once failing but is now thriving due to involving the whole community. The school appointed local staff, worked with local organizations, and encouraged parental involvement. Parents now volunteer extensively in the school. The school focuses on developing responsibility and self-control in students. It also offers community activities after school. Overall, the document argues that community partnership is essential for students' success.
The document discusses the growth and development of a group of students from kindergarten through 5th grade, as observed by their after-school program care provider over 5 years. It describes how the students grew intellectually and developed responsibility through activities like homework help, reading together, building relationships, and a point system. It notes how the students have matured and priorities have changed as they near the end of their time in the program, preparing to enter middle school.
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
This document is Marissa Marquez-Ocampo's senior project proposal where she discusses becoming a kindergarten teacher to help non-English speaking students. She immigrated to the US illegally as a child and struggled without her mother's involvement in school due to a language barrier. For her project, she created lesson plans in English and Spanish to engage both students and parents. She worked with her facilitator and a community liaison to address the challenges facing Hispanic families.
The fellow joined Teach For Nepal to address issues they saw in the public education system based on their experiences growing up. Through their two years as a fellow, their perspectives on challenges in public education evolved. They saw a lack of accountability among teachers, unawareness among parents, improper evaluation systems, students struggling with basics, and lack of exposure and motivation for students. Key challenges they and students faced included understanding the public school culture, adapting to the local community culture as someone from private education, and issues with communication due to language differences. This experience reinforced their view that broader systemic changes are needed, such as increasing positive mindsets, awareness among parents and officials, proper evaluation, support for basics, and exposure/motivation for students
The teachers at Canyon Creek Elementary saw low science test scores and decided to change how they taught the subject. They developed a "Guided Science" program where they teach one experiment per week following the scientific process and using the same vocabulary and procedures as the state science test. This engaged the students more in science and improved their science scores dramatically after just one year. Based on this success, the school expanded the Guided Science program to all grades with help from a grant.
Marissa Marquez-Ocampo chose kindergarten teaching for her senior project. She wanted to help non-English speaking students and encourage parental involvement, as she struggled without her parents' involvement when she first started school in the US not speaking English well. For her project, she created lesson plans and tutored a student named Omar in English, having a positive experience that reinforced her desire to become a teacher, especially an ESOL teacher able to serve both English and Spanish speaking students. She found the senior project process initially seemed like a waste of time but ended up choosing a topic perfectly suited to her future career goals.
This document discusses ways to improve literacy and sense of community at local schools. It proposes establishing relationships with local businesses as pen pals, planning more family activities at the school, and extending outdoor time. It also recommends scheduling literacy conferences for struggling students, sending home parent tips, and ensuring students are aware of library programs and events to promote reading. The goal is to check on these efforts in six months to ensure their implementation.
The document provides an overview of the author's education philosophy and teaching experience. Some key points include:
- The author believes that all children are capable of learning in their own way and that open-mindedness and understanding other cultures is important.
- International experience such as living abroad or attending an international school can help students develop global perspectives.
- The author aims to incorporate different learning styles like visual, physical, and musical into their teaching methods.
- As an example, the author designed a project for a French class that reinforced future tense and required students to research countries and develop travel itineraries.
- The author has also worked individually with students and found success helping those told they couldn
The document summarizes responses from children ages 8-17 about how they would run their own ideal school. Key ideas included having more hands-on and outdoor learning, shorter school days and lessons, more sports and extracurricular activities, healthier food options, and giving students more choices in subjects and activities. Many emphasized making learning fun and interactive through experiments, discussions, and practical examples. Overall, the children favored a school environment that was engaging, relaxed, and focused on their well-being in addition to academics.
The document summarizes an "Why I'm Unique" action project conducted with students in 2nd and 5th grade classrooms at Pittsfield Elementary. The project aimed to emphasize diversity and acceptance. Students completed worksheets about 5 reasons they are unique and drew self-portraits. They then shared their work in class and final projects were displayed in the school. Feedback from participants indicated that the project helped students recognize their own uniqueness and differences in positive ways.
The report summarized a reading camp in Pobé-Mengao, noting that while the children enjoyed the various activities, the health sessions were initially too difficult so the format was changed to be more comprehensive. Most students had very low reading levels, with some unable to read at all. There were also issues with how students were selected for the camp and with the cooking. The replacement teacher was praised but the assistant was not very involved. Suggestions included changing shirt colors, providing teacher training, and mixing up which students attend camps.
This is a proyect presented by Rogelio Ibañez, in which he tells us about how important was learning english in his life, how important it is in everybody's lives, the process of how he started to learn it, how he ended up in English E-Day and how much help the program was for him. Kudos for him!
The document summarizes an educational tour taken by students. It describes preparing for the tour, visiting several schools in Davao City including UIC Elementary and High School, Ateneo de Davao University, Mindanao Kokusai Daigaku, and University of Immaculate Conception. The tour provided opportunities to observe different learning environments and facilities. It was a tiring but valuable learning experience that exposed the students to educational experiences beyond the classroom.
Mrs. Amy DeCelle is praised as an outstanding teacher by Lisa Bentley, whose two sons were students in her class. Bentley writes that DeCelle goes above and beyond to teach her students important life skills and lessons through creative projects and acts of service. DeCelle helped Bentley's son overcome social and reading difficulties to thrive academically and develop confidence. Bentley credits DeCelle's passion and effective teaching methods with greatly improving her sons' education and making a positive impact on many children. The superintendent will share the letter to recognize DeCelle's dedication to her students.
Audrey attended a casting partnerships class where she was paired with two Thai students, Maem and May, to work on jewelry making. They struggled to communicate at first due to language barriers but slowly grew more comfortable working together. By the end of the week, while they still did not talk much, they had formed a silent understanding and respect for each other's work. The experience gave Audrey a new appreciation for Thai culture and the respectful nature of her Thai peers.
This document is a summary of the agenda and information presented at a Back to School Night for a second grade class at College Park Elementary School. It provides an overview of the classroom routines, curriculum, homework policies, volunteer opportunities, and ways for parents to support their child's learning at home. Key topics covered include the use of online platforms like Shutterfly and Mandarin websites, life skills focused on in the classroom, the homework schedule and expectations for both English and Mandarin, upcoming parent-teacher conferences and student assessments, and the daily schedule. Parents are encouraged to ask questions and contact the teachers if any individual concerns arise.
Huan-Mei Ivy Hall is seeking a position as a math teacher where she can help students fall in love with math. She has experience teaching both math and Chinese to students of various ages, from Sunday school through college level tutoring. Her skills include using patterns to help students solve problems quickly and demonstrating mathematical concepts through authentic examples.
Belgacom NV is a Belgian telecommunications company founded in 1991 that provides telecommunication, internet, and television services across Belgium. The document analyzes Belgacom's financials, including its current ratio of 3.88 indicating good liquidity, the evolution of its turnover, and factors influencing the price of its shares. In conclusion, Belgacom is described as a good company with career opportunities and a good reputation, despite competition from Telenet.
The document discusses the growth and development of a group of students from kindergarten through 5th grade, as observed by their after-school program care provider over 5 years. It describes how the students grew intellectually and developed responsibility through activities like homework help, reading together, building relationships, and a point system. It notes how the students have matured and priorities have changed as they near the end of their time in the program, preparing to enter middle school.
The UCF students planned and led a week-long after school program at Crystal Lake Elementary called "Growing Glowing Garden". Each day focused on a nature or gardening theme and included hands-on activities like planting beans, coloring rocks, and making a quilt for Haiti. The UCF students worked well as a team, with each person leading one day of activities. They observed the classroom teacher's strategies for managing students with exceptionalities, including autism and deafness, and reflected on how to support diverse learners.
This document is Marissa Marquez-Ocampo's senior project proposal where she discusses becoming a kindergarten teacher to help non-English speaking students. She immigrated to the US illegally as a child and struggled without her mother's involvement in school due to a language barrier. For her project, she created lesson plans in English and Spanish to engage both students and parents. She worked with her facilitator and a community liaison to address the challenges facing Hispanic families.
The fellow joined Teach For Nepal to address issues they saw in the public education system based on their experiences growing up. Through their two years as a fellow, their perspectives on challenges in public education evolved. They saw a lack of accountability among teachers, unawareness among parents, improper evaluation systems, students struggling with basics, and lack of exposure and motivation for students. Key challenges they and students faced included understanding the public school culture, adapting to the local community culture as someone from private education, and issues with communication due to language differences. This experience reinforced their view that broader systemic changes are needed, such as increasing positive mindsets, awareness among parents and officials, proper evaluation, support for basics, and exposure/motivation for students
The teachers at Canyon Creek Elementary saw low science test scores and decided to change how they taught the subject. They developed a "Guided Science" program where they teach one experiment per week following the scientific process and using the same vocabulary and procedures as the state science test. This engaged the students more in science and improved their science scores dramatically after just one year. Based on this success, the school expanded the Guided Science program to all grades with help from a grant.
Marissa Marquez-Ocampo chose kindergarten teaching for her senior project. She wanted to help non-English speaking students and encourage parental involvement, as she struggled without her parents' involvement when she first started school in the US not speaking English well. For her project, she created lesson plans and tutored a student named Omar in English, having a positive experience that reinforced her desire to become a teacher, especially an ESOL teacher able to serve both English and Spanish speaking students. She found the senior project process initially seemed like a waste of time but ended up choosing a topic perfectly suited to her future career goals.
This document discusses ways to improve literacy and sense of community at local schools. It proposes establishing relationships with local businesses as pen pals, planning more family activities at the school, and extending outdoor time. It also recommends scheduling literacy conferences for struggling students, sending home parent tips, and ensuring students are aware of library programs and events to promote reading. The goal is to check on these efforts in six months to ensure their implementation.
The document provides an overview of the author's education philosophy and teaching experience. Some key points include:
- The author believes that all children are capable of learning in their own way and that open-mindedness and understanding other cultures is important.
- International experience such as living abroad or attending an international school can help students develop global perspectives.
- The author aims to incorporate different learning styles like visual, physical, and musical into their teaching methods.
- As an example, the author designed a project for a French class that reinforced future tense and required students to research countries and develop travel itineraries.
- The author has also worked individually with students and found success helping those told they couldn
The document summarizes responses from children ages 8-17 about how they would run their own ideal school. Key ideas included having more hands-on and outdoor learning, shorter school days and lessons, more sports and extracurricular activities, healthier food options, and giving students more choices in subjects and activities. Many emphasized making learning fun and interactive through experiments, discussions, and practical examples. Overall, the children favored a school environment that was engaging, relaxed, and focused on their well-being in addition to academics.
The document summarizes an "Why I'm Unique" action project conducted with students in 2nd and 5th grade classrooms at Pittsfield Elementary. The project aimed to emphasize diversity and acceptance. Students completed worksheets about 5 reasons they are unique and drew self-portraits. They then shared their work in class and final projects were displayed in the school. Feedback from participants indicated that the project helped students recognize their own uniqueness and differences in positive ways.
The report summarized a reading camp in Pobé-Mengao, noting that while the children enjoyed the various activities, the health sessions were initially too difficult so the format was changed to be more comprehensive. Most students had very low reading levels, with some unable to read at all. There were also issues with how students were selected for the camp and with the cooking. The replacement teacher was praised but the assistant was not very involved. Suggestions included changing shirt colors, providing teacher training, and mixing up which students attend camps.
This is a proyect presented by Rogelio Ibañez, in which he tells us about how important was learning english in his life, how important it is in everybody's lives, the process of how he started to learn it, how he ended up in English E-Day and how much help the program was for him. Kudos for him!
The document summarizes an educational tour taken by students. It describes preparing for the tour, visiting several schools in Davao City including UIC Elementary and High School, Ateneo de Davao University, Mindanao Kokusai Daigaku, and University of Immaculate Conception. The tour provided opportunities to observe different learning environments and facilities. It was a tiring but valuable learning experience that exposed the students to educational experiences beyond the classroom.
Mrs. Amy DeCelle is praised as an outstanding teacher by Lisa Bentley, whose two sons were students in her class. Bentley writes that DeCelle goes above and beyond to teach her students important life skills and lessons through creative projects and acts of service. DeCelle helped Bentley's son overcome social and reading difficulties to thrive academically and develop confidence. Bentley credits DeCelle's passion and effective teaching methods with greatly improving her sons' education and making a positive impact on many children. The superintendent will share the letter to recognize DeCelle's dedication to her students.
Audrey attended a casting partnerships class where she was paired with two Thai students, Maem and May, to work on jewelry making. They struggled to communicate at first due to language barriers but slowly grew more comfortable working together. By the end of the week, while they still did not talk much, they had formed a silent understanding and respect for each other's work. The experience gave Audrey a new appreciation for Thai culture and the respectful nature of her Thai peers.
This document is a summary of the agenda and information presented at a Back to School Night for a second grade class at College Park Elementary School. It provides an overview of the classroom routines, curriculum, homework policies, volunteer opportunities, and ways for parents to support their child's learning at home. Key topics covered include the use of online platforms like Shutterfly and Mandarin websites, life skills focused on in the classroom, the homework schedule and expectations for both English and Mandarin, upcoming parent-teacher conferences and student assessments, and the daily schedule. Parents are encouraged to ask questions and contact the teachers if any individual concerns arise.
Huan-Mei Ivy Hall is seeking a position as a math teacher where she can help students fall in love with math. She has experience teaching both math and Chinese to students of various ages, from Sunday school through college level tutoring. Her skills include using patterns to help students solve problems quickly and demonstrating mathematical concepts through authentic examples.
Belgacom NV is a Belgian telecommunications company founded in 1991 that provides telecommunication, internet, and television services across Belgium. The document analyzes Belgacom's financials, including its current ratio of 3.88 indicating good liquidity, the evolution of its turnover, and factors influencing the price of its shares. In conclusion, Belgacom is described as a good company with career opportunities and a good reputation, despite competition from Telenet.
Ten Strategies for creating and promoting websites for attorneys.
Learn 3 approaches to develop and launch a new website or build out your current new business idea.
Discover leading strategies to drive traffic to your site including: Pay-Per-Click Search Marketing, Search Engine Optimization, Affiliate Marketing, Social Media Strategies including how to create Facebook Fan Pages, using Facebook advertising, YouTube Success Stories, Podcasting Playbook.
Create a ‘relationship’ with a Unique Value Proposition (UVP) learn the ‘Magic of 8′, develop an eNewsletter, create an RSS feed, generate Facebook Likes.
Monetize your website with Google AdSense, Affiliate links and Banners, Information Product Marketing and Social Subscriptions.
About the Presenter Jay Berkowitz
Jay Berkowitz is an author, an educator, an International keynote speaker and an award-winning thought leader. A senior online marketing professional with over twenty five years of marketing experience. Mr. Berkowitz has managed marketing departments for Fortune 500 brands: Coca-Cola, Sprint and McDonald’s Restaurants, and he has developed online and offline strategies for AT&T and leading health and fitness website eDiets.com.
Mr. Berkowitz is the author of The Ten Golden Rules of Online Marketing Workbook, the Founder and CEO of www.TenGoldenRules.com, a strategic online marketing consulting business based in Boca Raton, Florida. He is the host of the Ten Golden Rules of Internet Marketing Podcast, an instructor and content developer with the University of San Francisco Internet Marketing Course and he has been profiled in the Wall Street Journal, The Business Journals and was interviewed on FOX Business TV.
Jenna Rehm planned and carried out nine book club meetings for students at Macedonia Elementary School from October to December. She selected books, planned activities related to each book, shopped for supplies, led the book club meetings, and got feedback. Activities included making bookmarks, mini pumpkin pies, and monster smiles snacks. The goal was to promote reading and have fun experiences connecting books to activities.
The student will hold nine book club meetings at Macedonia Elementary to discuss popular children's books and include engaging activities to promote reading. The meetings aim to foster a love of reading in young students as part of the student's senior project overseen by Mrs. Corbett.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
This document discusses an early childhood literacy program at Macedonia Elementary School that took place over 9 meetings. The program was facilitated by Jennifer Rice and aimed to help students develop strong literacy skills through reading activities, arts and crafts, and food activities. The program encountered some obstacles like food allergies and scheduling conflicts, but overall helped students gain communication and focus skills.
Jenna Rehm created a reading program at an elementary school for her senior project. Over nine meetings with two grade levels each time, she read stories and led arts and crafts activities to promote reading. Her goals were to show students the importance of reading and keep the meetings fun. Despite obstacles like food allergies and scheduling changes, she believes she accomplished her goal of making a difference for the children. While the project confirmed she does not want to pursue teaching, she enjoyed setting and achieving her goal, which she hopes to do in her future career through challenging herself daily.
The document discusses the importance of early childhood literacy. It explains that early literacy helps prepare children for school and provides lifelong skills. Parents, educational programs, teachers, and librarians all play important roles in developing literacy at a young age. The document also outlines various programs and standards that aim to promote early literacy among children. Research discussed in the document shows that early literacy is linked to academic success later in life.
The document discusses a strategy for teachers to promote literacy development in students by encouraging parents to read with their child at home each day. It provides evidence from three sources - the National Education Association, American Academy of Pediatrics, and Reach Out and Read organization - that support how at-home reading promotes literacy, language development, higher test scores, and school achievement. The sources agree that reading proficiency and education outcomes are negatively impacted when children lack reading materials or opportunities to read at home.
Die Karnevalsession 2016 wird kurz und knackig. Die aktuelle KGH Festzeitung ist es auch und zeigt aktuelles aus dem Dorfleben sowie Sponsoren des närrischen Brauchtum.
Alissa Anderson completed her senior project by creating and teaching a math unit lesson plan to a Kindergarten class at Indian Knoll Elementary School. She worked closely with her project facilitator, Mrs. Brandy McConnell, who was formerly her second grade student teacher. Through the process, Alissa learned more about teaching and realized she wanted to pursue a career in law instead. She reflected on personal skills she strengthened like organization, time management, and professional communication. Alissa concluded her presentation by discussing her plans to major in Business Administration at Kennesaw State University to prepare for law school.
Alissa Anderson completed her senior project by creating and teaching a math unit lesson plan to a Kindergarten class at Indian Knoll Elementary School. She worked closely with her project facilitator, Mrs. Brandy McConnell, who was once her second grade student teacher and now teaches Kindergarten. Through the process, Alissa learned a lot about herself and teaching. Although she originally wanted to be a teacher like her mother, she now plans to pursue a career in law and will study business administration and psychology in college.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
This document summarizes a speech given by Alice Bender, an educator from Montreal, about her perspective and journey towards inclusive schooling over 35 years as an educator. She shares stories from her early career teaching special education classes, then teaching adult education which helped her learn to individualize instruction. She describes pivotal experiences like including a student with Down syndrome in her elementary classroom and later working to close special education classes and fully include students at her school. She discusses the important lessons learned over thousands of hours supporting teachers in implementing inclusion across Quebec.
The document summarizes the first Teacher Forum of the Mulyavardhan program held in October. Key points:
- The forum was well attended and interactive, with teachers sharing positive feedback on how MV is benefiting students. Students are enjoying MV classes and developing values like cooperation.
- Excerpts from the forum show teachers discussing examples of how MV activities improved student behavior, skills, and understanding of concepts like stress. Challenges implementing some activities are also noted.
- Coordinators for future teacher forums were introduced. The next forums will be in early December with details shared in advance.
- A note from the state coordinator described observing MV classes and seeing students fully engaged in activities.
Modified giarritano practicum work journalleahg118
This document contains the work journal of Leah Giarritano from her practicum at the Pleasantdale library from January to April 2012. She observed the children's librarian Jana and learned how to balance playfulness with authority. Leah also learned the capabilities and limitations of the library software system Sagebrush. Her practicum project involved collecting book recommendations from students to help their peers select new books. The project was well-received by students and administrators when installed at the end of her practicum.
1) Rachel Dorris organized the Senior Breakfast and started the Grizzly Senior Envelope Project as her senior project at Creekview High School. She is an active, involved student who wants to become a third grade teacher.
2) For the Envelope Project, Dorris created navy blue envelopes for each senior containing letters of congratulations. She spent over 10 hours labeling envelopes and organizing letters from the community. For the Senior Breakfast, she communicated with teachers and parents to plan and execute the breakfast, which took around 9 hours.
3) Dorris worked with her teacher, Mrs. Frost, on these projects. Through the projects, she learned the importance of communication, asking for help, and
Grecia Roldán completed her practicum at Granaderos de San Martin primary school n° 25 in Santa Rosa, Argentina. On her first day, she felt nostalgic being back in a primary school and excited but nervous to take on teaching. She observed teacher Jorgelina Rodriguez's fifth grade class and was impressed by how the teacher kept the students engaged and organized through interactive activities focused on vocabulary, numbers, and personal information. The students seemed motivated and focused. Roldán also led activities like a number dictation and helped the students. Over the next days, the students warmed up to Roldán and the other trainee, asking their names and greeting them. Roldán felt
The document contains summaries of the author's teaching practicum journals. In the journals, the author reflects on lessons taught to secondary school students in Argentina. Some key points:
- Students were engaged and enthusiastic, participating actively in class activities using comparative and superlative adjectives.
- The author worked to build rapport with students and help those struggling, walking around to answer questions.
- Later journals saw students more comfortable speaking English, enjoying games and tasks about zoo animals and a safari trip.
- Areas for improvement included better organization and helping shy students participate more. The author learned to consider students' interests to keep them engaged.
This document summarizes Elizabeth Kloskin's teaching portfolio and strategies. It describes how she had 4th grade students research important early 21st century figures by choosing a person to study, conducting research, and writing a biography profile in the form of a Facebook page. It also discusses how she used learning centers, thinking partners, a classroom library, guided reading, and an Everglades research project to engage students and reinforce lessons in an interactive way. Feedback to students and parents included using a red folder system to communicate about student progress.
This document summarizes a presentation on implementing family literacy programs through children's literature. It defines family literacy as including parent education, economic self-sufficiency training, child education, and interactive literacy activities between parents and children. Research shows such activities improve children's language and literacy skills. The presentation describes sample family literacy bag programs that send books and activities home to engage families. It provides tips for parents to support children's literacy development and 10 principles of literacy instruction. The overall message is that reading with families opens doors to lifelong learning.
1. The teacher provided a clear agenda on the board and had students work independently on a packet about ancient Middle Eastern civilizations while he circulated the room.
2. The teacher redirected student questions to have them find answers in the packet rather than providing answers directly.
3. Students stayed on task the entire period without any disciplinary issues while the teacher maintained upbeat energy and periodically updated students on time remaining.
The document discusses the historical influences of early childhood education theorists John Locke and Jean-Jacques Rousseau. Locke believed in modeling, observing, and praise in the classroom. Rousseau stressed the importance of play and that children's curiosity drives learning. The document also outlines the roles and responsibilities of early childhood educators in providing a safe, nurturing learning environment that meets children's developmental needs through hands-on activities and positive interactions with teachers and families.
Rachel Dorris organized the Senior Breakfast and started the Grizzly Senior Envelope Project for her senior project. [1] The envelope project involves collecting letters for seniors from family and friends to congratulate them and wish them well after graduation. [2] She also organized a breakfast for 355 seniors with donated food and parent volunteers. [3] Dorris learned about communication, asking for help, managing her time, and the value of serving others through this project.
The document is a reflection from a student teacher, Carla Martinez Peirone, on her teaching practicum experience. Some key points:
- She found the practicum challenging but rewarding, requiring organization to balance work, family, and teaching duties.
- She enjoyed being creative in designing engaging lessons around the theme of "family" using colorful materials.
- Through observations, she learned how the young students learn best through play, songs, games and meaningful activities incorporated into their daily routines.
- Drawing on theories from her Didactica course, she aimed to encourage multiple intelligences and learning styles to make lessons fun and stress-free.
- She gained confidence over time and feels the
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
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This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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How to Fix the Import Error in the Odoo 17Celine George
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1. Jenna Rehm
Mrs. Corbett
Senior Project
April 9, 2012
Senior Project Speech
When I was a young child, I always wanted to be an elementary school teacher. I
had always vowed to make my lessons full of fun activities with no reading, since that
was my least favorite subject. As I grew up I quickly found out that reading at a young
age was very important in order to strengthen education later on in life. Had I read more
as a child, I believe that my vocabulary and literacy skills would have been much better
today. Looking back at peers of mine who read more than me at an early age, I can easily
notice a difference in their strong literacy skills today versus mine. With this experience
in mind, I put together a reading program at Macedonia Elementary for my senior project.
I called it “For the Love of Reading” and I used the program to promote and foster the
love of reading and its importance to many primary grade-level students. This program
was made up of nine meetings held throughout October, November, and December of
2011. For the program to be successful, I knew it had to be research based. Therefore, I
researched early childhood literacy and its importance to get the necessary information I
would need for my project. I wanted to find a clear connection between young students
reading and the instructional level of their classes later on in their schooling career.
Through research, I found students that frequently read at a young age, were placed in the
higher-level classes at an older age. The impact of minimal reading on students has
become a major issue in the teaching career field as evidenced in all the research
available. My research found that as a result, many schools have programs to increase
reading in the classroom and even at home. The AASL (American Association of School
Librarians) sets goals relevant to the needs of individual schools in America in order to
promote reading as a necessity. Schools are beginning to do what they can to keep
reading at a maximum for their students by promoting programs such as “Every Child
Ready to Read @ Your Library”, which has been recently set up around America. I chose
this topic because I love working with young children and because I wanted to make a
2. difference in their lives. I knew that by promoting reading and its importance, my goal
would be reached. Researching this topic helped me to realize just how much work I
needed to put into my literacy program to make it effective for each and every student.
Creating my product was a very thought provoking process. It was difficult for me
to figure out just how I wanted to spread a love of reading to a group of elementary
children. I would not have been able to do it without the help from my effective project
facilitator. I was looking for someone who was patient, creative, and highly educated in
working with young students. I wanted my project facilitator to be heavily involved with
children specifically in her workplace. I personally knew the media specialist at a nearby
elementary school, Macedonia Elementary, and I contacted her about helping me reach
my goal for my senior project. I also knew she had an extensive background in literacy
and young readers. Without a doubt, Mrs. Jennifer Rice was an easy choice for me. She
graduated in 1997 from Georgia College and State University with a Specialist Degree in
Early Childhood Education. Mrs. Rice taught kindergarten for two years, and third grade
for sixteen years. This is her first year as a media specialist. She is currently working on
her Library Media add-on for her certification, although she has already passed the
GACE test for library media. With all this in mind, I knew Mrs. Rice had great
experience with young readers and this made her the perfect candidate for me.
There were many steps involved in the process to create my product. My
facilitator and I frequently emailed back and forth trying to figure out when and where to
meet. After setting a schedule, we met many times before I began conducting the
meetings with the elementary students. I had a hard time meeting with her because of my
school schedule and work, but on the days I had off I would find time to go to her house
and discuss what I wanted to do. During our first meeting, we established the place,
times, and dates for each meeting. We planned on the first three Tuesdays of October,
November, and December. Since I did not get out of school until 3:30pm, we agreed that
it was best for me to meet with the afterschool program students from 4-5pm. We also
decided that I would read to the 4th and 5th graders every first Tuesday, the 2nd and 3rd
graders every second Tuesday, and the kindergarten and 1st graders every third Tuesday
of the month. Another one of our meetings took place in the library at Macedonia. There,
we discussed which books I could read to the young students. I had to carefully choose
3. which books to read because I would read a different level to the three different groups.
When choosing my books, I also tried to make choices appropriate to the season in which
I would be reading them. (Pause here to show the books I brought in as a visual.) After
coming up with all nine of these children books, I was able to check them out and prepare
for my meetings. Soon after reading through each book, I met again with Mrs. Rice to
come up with a craft and food activity to go along with each book. These activities were
what proved to the students that reading really can be fun. I knew that by incorporating
enjoyable crafts and snacks along with the stories, these children would leave with a
strong interest in making reading fun. Each meeting was based on a specific children’s
book that was read at the beginning of each lesson. (Explain these next few sentences
while showing the scrapbook of pictures and examples of the arts and crafts.) In October,
I read Too Many Pumpkins to the 4th and 5th graders. We made bookmarks and mini-
pumpkin pies to go along with the story. The following Tuesday, I read Franklin’s
Halloween to the 2nd and 3rd graders. After reading, I helped them make Halloween
masks and monster smiles. Next, I read The Hallo-Weiner to the kindergarten and 1st
graders and we made bookmarks and decorated dog-bone shaped cookies. In November, I
read Two Bad Ants to the 4th and 5th graders. Afterwards, we made ants on a log and they
did a scavenger hunt around the library. For the 2nd and 3rd graders, I read Arthur’s
Thanksgiving and we made AR Turkeys and mini pumpkin pies. Finally, for the
kindergarten and 1st graders I read Happy Thanksgiving, Curious George and I helped
them decorate Turkeys and make mini pumpkin pies. Last but not least came December.
For the 4th and 5th graders, I read The Mitten. Together, we knitted felt mittens and made
trail mix. Next, I read Rudolph the Red-Nosed Reindeer to the 2nd and 3rd graders. They
decorated stockings and created reindeer themed cupcakes. Finally, I read The
Gingerbread Man to the kindergarten and 1st graders. We all decorated gingerbread
cookies and made our own gingerbread men out of construction paper. (Pause here to
give each judge a sample of three different food activities.) Through all these activities, I
knew I would be able to get through to the students about how important reading is. It
was a joy to see them come into the library every Tuesday excited to see what I had
planned for them. I could easily tell that they loved the effort I put into showing them
4. how important reading is. Hearing them talk about how excited they were for the next
time we would meet was one of the most rewarding parts of this project.
Although these meetings were a lot of fun, there were a few problems I
encountered. One main issue was peanut allergies. A lot of the 2nd and 3rd graders seemed
to have severe allergies to peanuts. When bringing in food, I had to make sure nothing
contained peanuts. When one of my activities did contain peanuts, I had to make a few
students sit outside the room while the rest made their snacks. Because this arrangement
was not a good experience for everyone, I made sure none of my other activities
contained this food. Another problem I encountered was keeping the children focused.
Since they had already been in school all day and were with me as part of their after
school program, the last thing they wanted to do was pay attention. With the help of my
facilitator, she was easily able to get them focused, as this skill was part of her everyday
job. I had to learn from her the technique of keeping them quiet for long enough to pay
attention to direction. One more problem I encountered was a furlough day that was
placed on a Tuesday that I was supposed to hold a meeting on. Since we did not have
school that day, I made the decision to move the meeting to that Thursday and I contacted
the school to let the parents of students in after school program know. All in all, these
obstacles were very easy to overcome and did not put a huge damper on my product.
In conclusion, I believe that producing reading meetings for the students at
Macedonia was an important and successful product. I finally reached my goal of helping
these young students understand the importance of reading in their lives. I have learned
that I have strong work habits when I’m interested in the task at hand. My habits
remained positive throughout the entire project as I continued to work on it throughout
the year. I continued to keep my dates organized as well as the activities that I would
need to prepare for each week. Also, I gained stronger communication skills through this
project. I successfully made flyers for all the parents at Macedonia that contained who,
what, where, and why. (Pause to show the flyer.) I also learned to communicate through
email with my facilitator and those at the elementary school who I needed to contact.
Although I loved this senior project, I do not think I could ever be a teacher or librarian. I
had the patience I needed for the short time that I was with the children, but trying to
keep them entertained all day, everyday would definitely be a struggle for me. For my
5. post-secondary education, I will attend The University Of Georgia. I am not sure what I
will be majoring in yet, but I believe I would be highly suited for a job promoting
something that I strongly believe in. I feel like I would enjoy non-profit work or public
affairs, because when I set a goal, I do not stop until it is achieved.
Now, I will leave you with one question: what would your life have been like if
you had not started reading until after elementary school? Thank you so much for your
time. Are there any questions?