Being Taught In The Classroom

There is an important factor in grouping students together with or without disabilities. You must know how a student will work out in some different groupings, for example a student that will act out or misbehave in or around certain other students or vice versa how the student will act out if someone else acts good or bad will they follow along. Some placements will work in the favor of the class and help students come positively out as helpful or willing to work well with others. It is a great task to make some good decisions in helping group some students that may not be able to have had the experience of someone very different from themselves and it can bring out the best from each other. Mrs. Robinson has a rotational grouping so that most students get to work with each other at some point and time, it really seems to work out great in her classroom or resource room as they call it.

I personally like to take what's being taught to me in class, and turn into my own wording so that I can understand it better. I'm teaching myself in a different way, but I'm still meeting those expectations of knowing exactly what I need to know when it comes to school work and exams. I also like to set up study groups with some friends so that we can all teach and learn from each

Coates' learning of how the world functions at first happens in the boulevards, particularly as he shuns the Baltimore schools as pointless in diminishing the separation between the world and himself. When he goes to Howard he is more open to instruction in a formal sense, yet additionally grasps the part of a self-teacher. His self-learning is noteworthy and broad to the point that the classroom practically appears like his very own expansion perusing and work. His training additionally originates from cooperations with individuals around him and from his submersion in the more extensive world. He learns not only the historical backdrop of dark individuals in America, yet in addition how to think, how to love and feel in various courses, how

The classroom i visited is very friendly with friendly care providers. There is a board on the wall that children can draw on if they wish to do so, pictures of the kids, and small stickers with animal figures such as cats, owls, birds, and dogs. The pictures on the wall reflect the multicultural aspect of the classroom since they demonstrate the various types of children that are in the classroom. There are children of many ages, races, and sex. Children can choose from a variety of things to do since there are small centers located within the classroom. There are areas that children can sit down and draw or draw on the board, areas for them to be more active and play, and areas for them to sit down and read. The child can choose what books

The HBO drama “The Newsroom” in the 3rd episode “The 112th Congress” I was able to identify the both Cultural Studies and Agenda Setting Theory concepts within the episode. This was my first time viewing to the show, however I do think that a viewer should be somewhat knowledgeable of communications or journalism to fully understand the message within this episode.

Honestly, when I walked into the classroom on the first day, I didn’t know what to expect. I had signed up for the course just as a way to get credit for an IDS requirement, and did not think too much about this class at first. My thoughts were racing as the idea of a circled classroom seemed kind of strange to me. However, after that first day, I knew that I was going to enjoy the class. We talked about each other before we did anything else. We formally introduced ourselves and expressed our feelings and beliefs to one another, and showed every person in that room that we all have our differences, but, we can still share this experience together. This was different than any other class that I had previously taken, last semester, or in high school. There was so much to this class that I could use in everyday life than probably any other class previously taken. We were taught lessons that had helped change our lives for the better. We were also introduced to such inspirational characters, whether it be Julia Butterfly Hill, Henry David Thoreau, or even some people we never got the names. The videos that were shown to us were also very inspiring, and they definitely made me think of what we are doing as a nation, or better yet, as a species of animal living on this planet. There was so much that I have learned, that I cannot simply forget in a day’s notice, unlike most other classes this semester. The knowledge that I have gathered is truly a gift, that I will be thankful for

The classroom I am in hosts a diverse group of learners. To give a background of the classroom dynamics we have five students with IEP’s, six struggling readers, some students with RTI’s leading to IEP’s, problematic student behavior, and gifted students. With a variety of student needs, it seems like the class would be a chaotic and imbalanced environment, but it is not. My cooperating teacher, Mrs. Spitz, has created an environment where students receive the utmost curriculum and support. Since my cooperating teacher operates in a co-teaching environment, she only teaches language arts. Her homeroom is her first half of the day, and she switches with Mrs. Shaffer’s homeroom. While I am in the classroom, Mrs. Shaffer’s homeroom is in Mrs.

Alina was observed during the morning in her third grade class. At the start of the observation, Alina appeared focused and engaged as she worked independently on a math assignment. After a few minutes, Mrs. Hippchen, Alina’s third grade teacher, reviewed the math answers to the class. As Mrs. Hippchen reviewed the answers and called upon students to provide answers, Alina appeared focused as she listened and wrote on her math worksheet. She occasionally looked over at a peer’s paper during the activity. When Mrs. Hippchen asked the students to raise their hands if they obtained the correct answer to a question, Alina raised her hand. At one point, Alina was called upon to solve a math problem. She incorrectly answered the question, however, with her teacher’s feedback, she was able to correct her answer.

As an aspiring educator my motivation for entering the classroom and the ideas that shaped my role in the school environment centered around culturally relevant teaching. I was always aware of how vital it is to student achievement to be responsive to them as people and their experiences both inside and outside of school. However, my view on what it meant to be culturally relevant was limited. I knew that it was important to foster a caring environment, to be aware of sociopolitical factors affecting the lives of students and their families, and to do everything in my power to relate classroom discussions and curriculum materials back to issues that affected the lives of myself and my students. Before enrolling in ED 7438, I figured that this was the general scope of what it meant to be a culturally relevant teacher. However, through our examination of Universal Design for Learning (UDL), Differentiated Instruction (DI), and culturally relevant critical teacher care, I began to make connections between all three concepts as integral components of a culturally relevant classroom. While UDL and DI were not originally a part of the equation for me, ED 7438 has pushed me to recognize that you cannot have an environment centered around care without UDL and DI informing your teaching practices. I now understand that by incorporating UDL and DI into my concept of culturally relevant teaching I will be meeting the needs of all students on both an academic and social-emotional

The early childhood classroom is normally the first educational experience that a child receives. This will provide as a learning stepping stone that they will need in order to excel in elementary school and through adulthood. The children will rely on you to give them the education they need in order for them to learn and grow physically, socially, and cognitively. Being a teacher you should focus on a child’s natural ability to learn and guide them towards their full potential.

When planning a lesson in the classroom it is extremely important to keep in mind all the needs of the students in the classroom. Every student has their own level of learning and some have major needs that may need some adaptations in the lesson plan. Currently, all my lessons follow along with the fourth grade curriculum with sixteen students in the classroom. There are three students in the classroom that have specific needs.

As effective a teacher can be, student learning and understanding are the primary goals in all educators’ minds when they are teaching. Overall, each of the teachers is constantly trying to ensure completely understanding, changing the lesson to adapt the pace of what the students need to learn. When her students were not working through the lesson as quickly as she had expected, Ms. Kennedy removed a task of the lesson for her class to be able to finish what was necessary to the class. By being adaptable and prepared for the possibility of the lesson plans not working as successfully as planned allowed students the ability to be able to learn what is necessary in the lesson, even if that means cutting a task or two in the entire lesson scheme. To students who were misbehaving, they were corrected and redirected by their name, being told to return their focus back to their work. By redirecting the behavior back to working on their assignment put the emphasis on the importance of the learning in the classroom. For the students who needed more time and help, Mrs. Graham would quietly tell the students that they could keep working on the work and if time did not allow the students to continue working, they were told they needed to finish their work for homework. The materials used were chromebooks for the most part in their classes, which helped individualize the work. With working on the chromebooks, students were able to begin their work on individual assignments and allowed

Education is something that constantly has to change with the changing world. Change is an evolutionary process. “We cannot continue to educate our children for factory work but educate for creativity.” (Hetland 66) With this change comes new forms of learning. Students today are technophiles. They love their video games and they can’t put down their smart phones, iPods, and social networks. The challenge for working in the electronic age is that we have so much access to information but we still have the same brain we always had. The problem is not access to information. It is integrating that information and making sense out of it. Students must learn to use

The classroom is a transactional space where teaching and learning processes interact in numerous ways. The classroom is therefore a locus of regular and sustained interactions between students and teachers (Talbert & McLaughlin, 1999 cited in Bascia, 2014). As far as classroom processes go, the immediate impact of contextual factors are the influences of an authoritarian government seeking to control the educational agenda; which results in the reduction in resources - human and material; and an increasing reduction in the teachers ' autonomy.

No students for the seminar in the classroom which made the room feel weird this morning. However, it is hard to really be able to talk sometime with the teacher because students are in the classroom, or stopping by pretty much all the time. We are planning to sit down and make up my schedule for the classes, and we agreed to do the honors classes last since it is the college course and extremely fast paced. He is going to try to get the IEPs to me, but students keep coming in and out. Plus, there are make up tests/quizzes that students are taking.