Assessment Of Teaching Clinical Journal

Working in a Cross categorical classroom I have not had much experience with Science. We do teach it in the classroom, but it always seems that I am out in another class when it is being taught. It is only the last month that I have been in during Science class. I had not heard of NGSS or the 5E’s before this class. I found the videos and commentaries very helpful providing ways to get the students to interact and have an interest in what the lesson is about. The main thing I got from the videos was the teacher kept asking question to keep her students interested. I also like that the students were put into small groups to further the discussions. I now see students get so much more out of lessons if they are part of the lessons. Getting

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

Public health nursing is an important aspect of nursing field, which contributes tremendously to the safety and health of our society. Public health nurses work hard to assure our communities are healthy and are able to attain needed support to be self-sufficient. However, it seems their hard work goes unnoticed by vast majority of our society. This of course, is my opinion, but I would say that if I were to survey various communities, most people would say that “Nurses just work in the hospital”. I could be very wrong.

I teach eighth grade Language Arts in a Jr-Sr. High school that is located in a predominantly farming community. My classroom is located in the Jr. High hallway, in the rear of the high school. Within my classroom, there are thirty student desks situated in groups of 6 with two small tables at the front of my room that are used for paper pick up. My desk and a computer desk are in the rear corner of the room. The students all have their own Chromebooks and I have a desktop computer as well as a Samsung Tablet. Which allows for a lot more diverse learning. Google Classroom is used daily as well as many other applications suited for 1:1 schools. In addition to my computer I have a projector hanging

The instructional setting is two eighth grade classrooms with class sizes of 28 and 32 students. Of the 60 students, ten are Hispanic, four are Asian, and one is African-American. All ten Hispanic students are bilingual with overall California English Language Development Test (CELDT) classifications of: one student intermediate, three early advanced, and one advanced. The remaining five Hispanic students have been reclassified to English proficient and do not require EL support. Four students are foster youth. Nine students receive special education support.

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

Cultural diversity and other therapies to practice such as the amalgamation of complementary and alternative medicine was the core learning purpose of this unit. Equipped with the awareness and understanding of this information, the clinician provides care by placing emphasizes on the holistic individual by evaluating the environment, psychosocial and lifestyle influences. As a result, the integration of a comprehensive cultural assessment is essential in all facet of mental health and mental illness. Therefore, the clinician must examine his/her personal beliefs about cultures in order to be proficient in providing care to individuals in a culturally diverse world.

A differentiated unit that incorporates a range of pedagogical strategies to engage a range of diverse learners

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

During student teaching both of my placements were in math classrooms. With math being my endorsement, having a strong understanding of the content and knowing different methods (standards I & XII) lead to success with my students As a future teacher, I believe these two standards are the most important. I need to create learning experiences that are meaningful and age appropriate for my students. I created a lesson for my 8th grade students that showed the importance of content and methods of teaching. In this lesson, students had to solve questions involving the 8th grade math standards, but the questions were made in puzzle pieces. Students had to match the question and answers, making a shape once the problems were completed. This is called a tangram, which is a concept students had learned in an earlier grade. This lesson used a variety of strategies and met the needs of my diverse learners (standards III & V). The puzzle pieces had students use creative thinking and

I recently finished teaching a unit lesson using the book What do you do with an Idea by Kobi Yamada to a first and second grade class. The class met every Thursday which being on a fixed library schedule can be a disadvantage. Prior to starting this unit, I collaborated with Mrs. Uttormark about my idea. She liked the idea. I shared my lesson plan with her and she used it to teach to the rest of the first and second graders. This would also allow students to apply higher order thinking skills. “When students learn through an inquiry-based approach they focus on questioning, critical thinking, and problem solving. The role of the library media specialist is to guide and encourage the students to continue to ask questions throughout the information

Thank you for sharing your experience about our forum for this week. For several years that I have been working in a skilled nursing facility (SNF), we have a psychiatrist who comes to our facility once a month and a psychologist who comes twice a week. I always communicate with her if I have some concerns with my patients.

I have a tentative plan based on separation of the class by ability groups. We will work on assign short daily assignment delivered through Khan Academy for math, Vocabulary .com for reading and langue and the class will read the second selected text as part of the English curriculum with assignments to improve language and reading comprehension.

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.

I have a group of students at my school that is in a “gifted program” which means those students get pulled from my room every day to go to an eighth grade reading class. I can’t teach the remaining students math, because some of the students are not in the gifted math class, they have me for math, but they are not in my room during the time I am currently discussing, as they are in the gifted reading class. That leaves me with the task of finding something meaningful to do with a group of eleven students for thirty to fifty minutes for four days each week. We fill the time playing math games, reading novels, watching an occasional movie, comparing a novel to a movie, solving puzzles, etc. We fill the time with basically anything that we can do that they will be interested