Building Parking Lots For A Mall

In a good classroom, students should feel safe and comfortable. The classroom was staffed with Ms. Caitlin the kindergarten teacher and Mrs. Doherty the teacher's assistant. The class size consisted of twenty children. The classroom held five round tables with four students per table. Having tables rather than individual desks, Ms. Caitlin encouraged a sense of community rather than allowing a child to be alone at a desk. The furniture was at an appropriate level and size for 5 and 6-year-old children. Also, there was space for children to store their work and personal belongings in cubbies. The class had four different learning center stations these included: writing/reading center, block center, math center, and the kitchen center. Bulletin boards were displayed and decorated with colorful pictures which reinforced concepts learned in the classroom. For example, the alphabet, numbers and days of the week. Student work was also visible in the classroom. In the front of the classroom, a smartboard and rug was arranged for the students to gather for lessons and play. This area was kept free from all forms of distraction. In the back of the room, extra materials were available such as pencils, erasers, crayons, glue sticks, and scissors. Overall, I believe that Ms. Caitlin provided her students with a positive, cheerful, and organized learning environment. She instilled in her students that the classroom is a

I don’t have a steady classroom. I have different students throughout the day. I usually have between eight and 12 students at a time. The class is small so I can have “eyes in the back of my head” and give students the attention they needs.

This is a 1st grade class made up of 12 first grade students. There are 7 Girls and 5 Boys. There is 1 male student with general academic IEP that covers all subjects as well as 1 male and 1 female student that have speech IEPs. The classroom is arranged in table seating with a large carpeted area in the front of the classroom for group learning. This lesson will be taught in a group setting at the carpet.

As the children participated in this Math Counts/Manipulatives activity they were learning to work cooperatively in a small group. They were also learning understand

In the observed lesson, the teacher has strategically placed desks in a way that amplifies the potential discussion between the students in the inner circle. The students are able to easily pay attention to the speaker, which enhances retention and allows students to implement active listening in regard to their peers. This is not only found in

On the second day, she reviewed talking and movement procedures and demonstrated to the students. She explained her expectations and noise level, which

The group at the Landa Library was fast paced with lots of transitions, more or less smooth. Toseland and Rivas (2012) emphasized that “when guiding group activities, the worker should ensure that he transition from one activity to another is as smooth as possible. This can be done by summarizing what has been said, recommending how the group might pursue unresolved issues, and suggesting that the group move on to remaining issues” (p. 273). After the facilitator summarized what they had learned, she distributed plastic eggs filled with sand, so the kids could shake them while singing a “Good-bye”

Ralph suggests building only one section at a time – cellular manufacturing. In this case the operation becomes so small that the planning and control system designed by Joe becomes redundant.

By giving a plot summary, I focus on Sandy’s point of view, regarding Joe’s Saturday shelf project. Also, I mention that a third person point of view would help the reader to witness the thoughts and actions of Joe, Ralph, and other project volunteers. Nevertheless, the book’s simplicity allows the reader to understand the workflow of Joe’s project better. This creates a thoughtful, but conversational tone that complements the story’s overall mood. Since I find the book a useful, educational resource for manufacturing engineering students and professionals, I would suggest it to other readers in my field. The book offers a worthwhile reading experience that teaches many important key concepts in world class manufacturing. As a result, readers gain much knowledge, as they learn how to design and implement similar

“Pallets!” I thought. Pallets are what makes the business, then why not learn how to make one. I wanted to surprise my dad and show him that I can help in the business without the help of an adult. Day by day I began to watch the movements of lifting and nailing. I would pretend as if I had the real thing. First, I gathered the needed material: three runners, twelve boards, nails and a hammer. I put three imaginary runners on the floor. I put about five boards at the top and hammered them. Finally, I turned it around and put in the last remaining seven boards. I felt delighted knowing I had the right steps or so I had thought. I quietly walked to the back of the warehouse. First I reached over and one by one took three runners. I tried to carry it, but it was too heavy; dragging was the only option. Looking around to see my dad wasn’t there, I went back and, two by two, I began dragging the boards to the back. It was behind about five stacks of twenty wooden pallets. As I hid there, I placed down the three runners vertically on the floor evenly spaced, creating a gap

You started building another structure but this time you constructed a circle shape around a big monster truck. You tried adding squares on top to form

One member shared a photograph of a street in Miami that contained many similarities to the Roman marketplace in our minds. The plan was to create the project being half Miami and half Rome. In the brainstorming phase of the plan we decided to have six separate sheets of cardboard each with a store. It would have two small stores for each side, and one big store on each end. One member pointed out that due to the limited time, to complete this project we would not have enough time, and he suggested to prioritize buildings to have a finished product and add on later. The other members reluctantly agreed, but at the time to brainstorm they thought it could be done. The group decided that the best way to handle it was to create the four small market places, and if there was time than each of the big marketplace could be added. After the brainstorm, we needed to

Inside of the classroom there was a different objective I observed such as three calendars, three tables, a cabinet, 15 pack backs on the shelves and glitter. There were 2 flags, four plants and children sitting and lunch set. There were wood blocks, children pictures, pencil and crayons. There was hand paint, one clock and three rugs. There was three teachers and one with it an apron on.

The first stragtey to discuss is her use of effective groupings arrangements. For instance, students are part of a whole group lesson, small group, cooperative activity, and partner work. First, Ms. Sullivan starts the lesson with the whole group seated on the carpet. This is when she introduces both the content and language objectives, discusses the target vocabulary, and explicitly reviews the lesson targets using visuals and modeling. Next, students work in partner groups using a “think, pair, share” strategy. To illustrate, students work together in partner work to discuss how they solve problems. At the end of the lesson, students also work collaboratively in a small group to complete a graphic organizer to reflect on what they learned. These grouping strategies are supported by Lev Vygotsky’s Constructivism theory. According to Vygotsky, discourse and interaction are channels for learning

One building, circular in shape, had four floors connected ingeniously so that customers could move easily from floor to floor. This building acted as the main display area for furniture. The second building consisted of three floors and a basement and acted as the stockroom and service unit, where there was also a selling area for smaller pieces of furniture and home furnishings. Customer services ranged from a baby carriage hire service, a children 's nursery, and a restaurant with seating for 350, to cloakrooms, toilets, a bank, and parking for 1,000 cars.