Algebra Classroom Methods

In my last paper, I discussed the achievement gaps within the low-income African American community at Steele School in Galesburg, IL. Now that I have looked into the history of low-income African American students, I am now going to research even more by exploring trends, issues, evidence-based remediation practices, the preferred learning styles and the identified achievement gap of low-income African American students. Through the chart I am going to display, this will show various ways that low-income African American students are struggling at Steele School. However, I am hoping with the information below I can use this to display to others how certain multicultural education, learning styles, and culturally responsive teaching can enhance learning environments for all underachieving students.

Rewarding children for his or her accomplishment will give the class an incentive to do the best work in the studies. Lesson planning plays a major role in a classroom setting the steps I would follow for an effective plan is to have suitable objectives a list of materials and resources with direct instruction also practice exercises and study guide. A good teacher should be detailed to ensure the student’s the ability and skills also student’s come first in the class.

These solutions center on teacher training. Teachers typically refer children for remedial education testing. For this reason, they are also the first line of defense against the misplacement of African American children. In order to meet the needs of black males, educators ought to develop understanding of their culture. Teachers must be trained to adjust their teaching strategies for culturally different students in class. For instance, rather than emphasizing the deviant characteristics of the black male culture, teachers should focus on the needs which all ethnic groups have in common, such as the need for artistic expression. Educators ought to inform their students about black lifestyles and challenges. They should do this on a regular basis, and not only in special

The other four classes were not offered extra credit at all. The six classes that were given the extra credit opportunity were the experimental group, or incentive group. The four classes that were not given the opportunity to receive extra credit were the control group, or no incentive group. The students took the quizzes when they wanted to, in a testing center on campus. Each of the 7 quizzes were available for 10 days except for the third quiz, which was available for 9 days only because of the university’s schedule. Graduate students were present in the testing center at all times to monitor the process and give feedback to students on the quiz they just took. The data in this study was collected through direct, naturalistic observation and the experimental research method. Naturalistic observation occurs when a researcher studies subjects without disturbing them or intervening with the subjects or their environment in any way. The experimental method involves manipulating one variable to see if it has an effect on another variable (Weiten, 2016).

This is Jada Carter from your C Hour Algebra 2 class. I was wondering if you're going to put in a grade for my notebook. On Thursday, I gave you my notebook again because it wasn't no grade in the grade book and it was in the pile with the others to be graded. I'm really trying to keep my A in the class. Hope you're having a good

It is a beneficial resource for teachers to use when considering the way in which they treat students from different backgrounds and races. The book outlines how white teachers make assumptions about the work ethic and capabilities of students of color and subsequently lower their expectations for those students. While it is largely a resource for the professional development of teachers, it can also be modified for classroom use to facilitate discussion among older students about the achievement gap between students of different races. This may lead to further discussions about the constitutionality of the distribution of funds and resources to schools which further widens the achievement gap. The teacher can extract passages, important statistics, and other pieces of information for students to examine, analyze, and apply to their discussions about the Constitution. It provides a powerful real world example of ways in which the Constitution impacts our everyday lives, while also exploring whether the amendments in the Bill of Rights are being upheld. Multiplication is for white people is a valuable resource to push teachers to consider their own performance and would also be beneficial to use in discussions about the Constitution with

Hi Ms. Kaur. I have Mrs. Weinstock as an Algebra Two Trig teacher this year. Her teaching methods have hindered my academic performance profoundly. I understand almost nothing in class and know this shouldn't be the case. I had Mr. Lübbe last year and I thrived in his class. I was wondering if there was any room in Mr. Lübbe's period 5 math class? I would be so grateful if you were able to transfer me to his class. If this involves changing some of my classes I would be ok with that depending on what class. Some of my classes are only offered one period so I cannot change them. Is it possible for me to see what classes would be changed so I can make sure I wouldn't loose any valuable classes? I know you are very busy so I thank you so much

Following baseline, the classroom teacher implemented the contingent reinforcement schedule using randomized criteria for reinforcement and randomized reinforcers. This involved the teacher covering the classroom rules in the beginning of class and then informing students that she would be checking to see whether they were following the classroom rules at four different times (predetermined by the teacher but not known by the students) during the class period. During these times, students would have the opportunity to earn points as a group. At the end of the class period, the teacher would draw a random percentage criterion between 75% and 95%, inform the students of this percentage, and if the group earned at least that percentage of the total number of possible points, then each student would earn a reward. Next, a self-monitoring intervention procedure was added. The self-monitoring procedure was later withdrawn and restored to examine the effects of such an intervention once it is removed. Results indicated that the self-monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention, even though there were improvements in behavior from baseline upon intervention

They were able to control the curricula and everything about the entire learning experience along with conducting small scale complimentary experiments to better understand why the effects observed were happening. The hope was to determine which key skills children should acquire to prepare them for later success. The overarching theme in this experiment was that parents, teachers, and students from preschool to ninth grade were motivated to perform better when they were incentivized. Additionally, when students and teachers were provided with an incentive and threatened with the loss of the incentive, everyone preformed

Morgan explains the struggle for many minority groups in our schools. One reason is explained that minority students are more likely to encounter more problems in school than mainstream students is due to incomplete knowledge of minority students’ learning an d communication styles. Morgan highlights how to avoid conflicts between students and teachers as well as conflicts between teachers and parents. Differences in learning styles are addressed as well as the discriminatory practice of treating students identically. Morgan explains how teacher misuse research on cultural differences which counterintuitively fosters discrimination. Although teachers must reach all students, Morgan offers that this should not be overwhelming and describes

Skinners reinforcement theory supports the reward system in place for this activity. Operant conditioning is an example of how individuals determine good behaviour from bad. Reward systems are a good way in encouraging children to do well, or to complete an instructed task because it engages them within the activity. When doing this activity, if the children know that they are going to be rewarded by moving their star on the chart up if they answer the questions correctly, it gives them an additional goal to work towards. This is especially good for children who lose focus quickly or become bored or distracted with activities. They know that they want to be the winner of the week to get to given a special prize from the teacher, so they are going to make sure that they do as they are told within this task, keep focus so that they get are positively rewarded.

One academic subject that really inspires me is math. This subject really inspires me and motivates me into figuring out new information about math how are the steps to solving different types of problems. The inspiration that I have for math is very strong because I try not give up on a problem which can be very difficult. For instance in the math class that I am attending this year has many difficult type of problems but my motivation that I have for to trying to figure the correct way to solve the problem. However ways that I think I have furthered my interest in math outside the classroom by trying to using different methods that will be useful to imply in various different occasions. Ways that I have tried to imply math outside of the

The instructional setting includes three 7th grade summer school math classrooms with students from schools throughout a large public school system who are entering Young Women’s College Prep Charter School (YWCP). Students enter our charter school in 7th grade from any combination of nearly thirty elementary schools in the Rochester City School District in New York State. The population is 92% low socioeconomic, 79% African American, 20% Hispanic (primarily Puerto Rican) and the remaining 1% is comprised of a mix of Caucasian and Asian. A total of 51 students are in the new seventh grade class, with class sizes ranging from 16 to 22.

The mnemonic strategy proved to be effective for use in an all inclusive high school social studies class (Fontana, Scruggs, & Mastropieri, 2007). The participating class of 59 students included 13 pupils with learning disabilities (Fontana, Scruggs, & Mastropieri, 2007). There were 27 boys and 32 girls, of whom identified themselves as either European American (n=33), African American (n = 10), Hispanic (n = 11), Asian-Pacific Islander (n = 4), or Multiracial (n = 1) (Fontana, Scruggs, & Mastropieri, 2007). First languages were varied as well, English (n = 45), Spanish (n = 7), Russian (n = 1), Hindi (n =1), Urdu (n =1), Farsi (n =1), Lao (n = 2), and other (n = 1) (Fontana, Scruggs, & Mastropieri, 2007). The students who did not speak English

The point system is designed to help improve classroom management and improve academic achievement. The point system allows teachers to establish classroom management. Teachers should assign the appropriate point rewards or penalties to fit how the teacher classroom should function to promote an ideal student-learning environment (Xenos, 2012). Academic achievement is improved using the point system. Teachers can designate points for completing homework, participating in class, and the grade achieved on a test. Students can receive points for completing these activities in the classroom. A drawback of using the point system is that the teacher must properly implement the system starting the beginning of the school year. It is important that students clearly