Observation: Yesterday, in the morning, I was sitting on the floor, pretending that I was cooking something on the pot as I stir. “Child A” saw what I was doing and walked towards me. “Child A, come and see what I am cooking”, I said. She took the saucepan with the lid that was on the stove, sat down on the floor and put the saucepan down. She held on to the lid, opened it and closed it. I handed her the spoon that I was using and I took the pot and the spatula and showed her how to stir. “This is how we stir, “Child A”, I said. She started pounding the saucepan using the spoon that I gave her, making sounds. “Child B” heard the sound that “Child A” was making and saw what we are doing. “Child B” was looking at the pot and the saucepan that was on the floor as she crawls toward us. She sat on the floor beside me and opened and closed the pot twice. I opened my eyes wide and smiled, “Wow ‘Child B’ you are making sounds!”, I said. “Child B” looked at me and smiled back. I gave her the spatula and assisted her hand on how to stir. I took the kettle and the cups and put it on the floor. I sang, “This is the way we pour our drink” and pretended that I was from the cup. “Child A” took the other cup and drank from it. “Uh- oh! Out of your mouth, “Child A”, I said. Later that day, after their lunch, “Child C” went to the dramatic area and played with the kitchenware. I went to her and sang, “This is the way we stir our food” as I use the spoon to stir. She moved her head from left
As a counselor assistant, I have been given multiple projects specially during the fall semesters. For example, last spring I was given the tasks to prepare a workshop for undocumented students while preparing for Transfer Celebration Day. Trying to find the information through CSAC and having to contact different vendors for the event was challenging yet rewarding. It was rewarding because I assisted undocumented students that were transferring to a four-year institution by informing them of the financial aid requirements and scholarships. I had to contact multiple CSAC representatives to find out details about the Dream Act application and other vital information. At the same time, I was also contacting vendors that could visit Pierce College
Each child sat down individually with the researcher the day after to read out the words they have learnt. They were shown pages of books and asked if they could identify the words from the text. They were also asked to create a sentence using these words.
In developing my goals for my activity, I consulted the curriculum guide by The Albert Shanker Institute (2009), the HighScope curriculum (Epstein, 2012), and research by Dodge et al. (2002) describing preschool development. According to Dodge et al. (2002), there are four main areas of development that are relevant to preschool aged children: social/emotional, physical, cognitive, and language. I will be focusing mainly on language and physical development, while briefly touching on cognitive development.
Our first Advisory Council meeting and Honors Club meeting of this academic year was on Friday, September 4th. In the Advisory Council meeting we talked about the activities we will do this year, as well as ways to reach more people such as using more social media. We also shared our ideas about what would we like the club and the program to be like by 2020.
The participants were 12 Old Dominion University students, six were female and six were male. The students were drawn from campus housing and the university library. Six of the participants received a vignette with Tara on it, and the other six received one with Michael on it. Each group of six was composed of three females and three males. The participants were between the ages of 21-24 years of age, the average being 22.3. The people that received the vignette with Tara were 3 Hispanic females, 1 Hispanic male, 1 Caucasian male, and 1 African American male. The people who received the one with Michael were 2 Caucasian females, 1 African American female, and 3 Caucasian males.
When reading the first and second language acquisition charts and deciding their functions in an ELL classroom, correspondingly, I would begin by determining what stage or stages each of my students are in. Upon obtaining their language level, I will then proceed to use instructional strategies to increase their language skills in the most efficient way possible. Per the charts, there is a critical age at which language is learned. By using these charts, I will be able to determine the most appropriate stage in which to begin the teachings.
In experiment 1, the participants responded quicker and more accurately to the target letter, while ignoring the unambiguous distractors. There was a faster response time when the distractors were neutral compared to when the distractors were incongruent in the letter condition, but not in the digit condition. Furthermore, in the letters condition, the participants saw the ambiguous distractors as letters (S and O), therefore making the distractors incongruent with the targets, leading to an increased response time. But, in the digits condition, the ambiguous S-5 was seen as the digit 5 and the ambiguous O-0 was seen as the digit 0. These constitute the neutral distractors that were unrelated to the targets, so no incongruence effect was present. Response times in incongruent trials for the letters and digits condition did not have any significant differences, which shows that the letters and digits had a similar level of processing difficulty (Avita-Cohen & Tsal, 2016).
My own class observation was for my 1st grade class. The art specialist was Benjamin Bragonier and lasted for one hour and thirty minutes. He was teaching the art lesson drawing with shapes (circles). The kids were instructed to make circles by just cutting corners only. They were also instructed to make circles by using black tip marker and going around and around until they got a good circle. The circles were matted onto tag board and circular designs were place into the bigger circles made by the students. The way that Mr. Bragonier showed the students the steps to the art lesson were truly impressive. He would give the students the direction for the first portion of the lesson at the carpet area and have them go back to their seats and
When I was volunteering in Ms. Charlene Carrillo’s Pre-K class at the Pre-K 4 SA North Education Center, I decided to observe the social skills of a Pre-K student. The student I decided to observe was a little girl, named Josephine (Josie). Josie was a sweet and kind 4-year-old little girl, who was always the first one to raise their hand to answer a question. It was because of her kind, curious nature and intelligence that I decided to observe Josie.
1. Summarize your fifth visit to the school: pupils you interacted with, activities you participated in, interactions between you and the students and among the students, materials used, curricular areas addressed, specially-designed instruction and impacts of the pupils’ disability on their learning/performance.
Watching videos in English. As observed, they are keen on this activity. At the end of every class they were shown a video about the vocabulary presented in the lesson. Videos often include songs, personally I think it is a good combination between visual and audio materials.
Mrs. Laners’ teaches first grade at Smallville Elementary School in Smallville, Ohio. Her class is made up of nineteen students, eight of which have been diagnosed with ADHD. In addition to ADHD one student has also been diagnosed as oppositionally defiant, meaning he does the opposite of what is being said to him. He is the only student to have his own desk; all other students have assigned seats along three long tables on one side of the classroom. There is no teacher assistant assigned to this classroom.
The following data was gathered while fulfilling duties as a principal intern at Theresa Bunker Elementary School. The data was observed during five to seven minutes of classroom observation as part of a walk-through in the spring of the current school year. My cooperating supervisor for my internship was able to go on these walk-throughs with me in order to have a productive reflection meeting afterwards. This elementary school has two of each grade level from Kindergarten to sixth grade. Since it was more feasible in this small school setting, I actually was able to do a walkthrough in eight classes. Here I will report my observations from five of those walk-throughs. As I went in to each room I was looking for four