Compare And Contrast Catherine And David House Rules

Overall the book was a good read and touched on some various topics that are discussed in our class.

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

1) How could you use what you have learned so far in this course in a secondary school setting (middle and high school)? Be sure to include both content and pedagogical knowledge in your discussion. What generic levels of skill proficiency or stages of learning (use whichever you prefer) can you expect students to attain at each of the school levels (elementary, middle, and high school)?

Overall I do not recommend this book for you to read, or for a class to read, because of it’s poor details, poor writing in my opinion, very boring, and it’s very

From day one, I noticed the relative ease of the course. The two friendly instructors welcomed the entire class, and they presented the material in a simple and comprehensible manner. The small, four-room classroom accompanied a total of eight students

*This activity is to be completed by students that have read the book;however, the activity can incorporate the entire class, even if not all students were required to read the book. It is up to the instructor how he/she wants to present the activity and the requirements they include.

I chose this book because I find the students at my school some of the most difficult I have ever dealt with. Over the course of the PACE program, I have learned a lot about multiple intelligences and learning styles. All of my students are different. They learn differently. I do not feel I am equipped to teach this generation of learners. I need a new perspective. I need new strategies to add to my limited arsenal of teaching strategies. I also felt that this title would offer new strategies to appeal to my students. Middle school is a new element for me. Middle school has to be the most difficult group of students to reach. All three grade levels are very different. My 6th and 7th graders are very “low” and require extra time to do the simplest of activities. The 8th graders

In a 4th grade classroom the students can begin looking at the language used. For example, “They toss out shoes like they’re throwing footballs.” This is a great example of a simile. “Flames pounce up the side of our building.” This is a perfect example of personification. What does this look like to students? What animals pounce? What would flames pouncing look like? Tone, imagery, theme, symbolism (the two cats from different owners of different races holding paws), foreshadowing, point of view, conflict, diction, etc.; this book is filled with topics to discuss with students. I found myself easily considering bringing this story to use with my 6th graders. In a middle school classroom this book would be great to begin a discussion on racial issues or riots. Also, really understanding and breaking down the text and what the author is creating by the end of the story is something younger grades might not pick up on yet. 6th grade can really comprehend what Eve Bunting was trying to accomplish with this

Q6: How do you feel about not having a designated textbook for this class? Have you taken a class that did not use a traditional textbook before? If so, how did it go? Are you comfortable with the idea of using free and open-source resources for this class?

The class is a lecture format utilizing examples and student questions to illustrate the topics under discussion. Attendance is essential to successful completion of the course.

Catherine had also faced two major threats to her rule. One was her husband, Peter III and the other was Ivan VI; but this didn't stop Catherine from being a great ruler. Catherine has showed me to keep pushing myself in achieving my goals no matter how hard my enemies try to bring me down. Even though Catherine wasn't treated well by her husband, she continued to rule as an Empress which inspired me to become a stronger person. She never showed weakness and signs that she was under him and which is what I admire about

I will use the Literature circle to enhance the student’s ability to collaborate on a higher level so that they can move toward independent readers, molding them to integrate in a powerful classroom activity that will activate their critical thinking skills. I will do a book study and have students to meet and discuss the importance of rotating their roles giving everyone an opportunity to share the responsibility. I will teach how to highlight in different colors distinguishing each student reading.

The last chapter we are reading in this book was no better than any of the other chapters we had read. I did not like this author’s style and I found his work to be very repetitive which disengaged the reader from his work. The more I read of his book the less interested I got about the subject which is clearly a fault in the work if the purpose of the writing is suppose to engage you to solve problems in the education system. I ended this chapter feeling relieved I was done with the book or this class. The author is very self-absorbed about his writing and he expects too much from the reader. If his writing is like this in the rest of the book it is no wonder that nothing is being done with the education system because all of the motivation one had before was lost in the reading.

When I go to Children’s Church was written this week for a 9 year old young lady who has ASD. She should be able to read most of the words however she likes visual pictures. Her mom wants to read the story with her on Saturday evenings while preparing for the next day. She gets anxious and upset on Sunday mornings prior to leaving for Church.

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is