Ending Tutoring Sessions

Once questions are answered and all students feel comfortable moving forward then give introduction of the lesson activity.

Furthermore into the topic, the 10 minute passing period lets and/or helps teachers prepare for their next period. A longer passing period would prevent students from asking to go use the bathroom, get a drink, or be late, so teacher(s) have the student’s full concentration, “If your student doesn’t have to interrupt you to use the restroom or get some water, it is going to be a better learning environment for the rest of the students. Without these interruptions you may continue your lesson and have student’s full concentration, instead of worrying about their personal needs” (Medina). And also in addition to that, teachers will have more time to prepare for their next class compared to 5 minutes, so teachers can get coffee or take a break during the passing period.

All these voices come from the same people. Students wishing for longer passing time in the halls. Now Smithville Middle School joins the fight, but this school isn’t using a barrage of exclamation points. It’s time somebody got to the root of this argument. ‘How can short passing times affect middle school life?’, ‘Does it affect student behavior?’, and finally, ‘How many minutes are really needed?’

I am delegated to assist pupils that require extra guidance by further explaining the work set. Using my own initiative I conclude the best approach of how to teach each pupil. Therefore, developing my confidence of how to interact with diverse age groups.

This stage speaks for itself. You do the lesson! A teacher will put their plan into action and must be prepared

Mrs. Lawrence: When planning a lesson, I start with the objective. What is it I am supposed to be cover. Once I know, I start with a hook. I access their prior knowledge then I move on with either an example or model. All along I ask questions to make sure the students

Adding just an extra ten minutes to each class, the new schedule would create the potential for students to have more homework time, lab time, learning time, and/or valuable free time to read for pleasure, relax with music, draw, etc. (Hadfield). Especially as students get older and more involved in extracurriculars and rigorous academic courses, the need for any spare moment to get assignments done, study, or even sleep increases. When this time is unavailable or extremely hard to get, students are more likely to fall asleep in class, miss school due to illness, misbehave, cheat, hand in incomplete assignments, or drop out altogether. The same is largely true for teachers. The more homework turned in by students, the more grading has to be done by teachers who are already exhausted from a long, often repetitive day of work. Therefore, it is important to emphasize the fact that this extra time should not be used to cram in larger quantities of learning standards or homework problems, but rather to enhance the quality of the already demanding school regulations that are in schools

Write, or speak with a natural narrative voice, as if telling a story to a friend. Use complete sentences to express your ideas, and make sure that your explanations are thorough by providing details from the lesson. At least five complete sentences.

Raising the quantity of time in class would highly improve a great mass of student success at Anaheim High School. Having a limited amount of time in classrooms makes it extra difficult for teachers to teach the material therefore students are not capable of learning it. Teachers have to plan a way on how to teach the curriculum in 45 minutes and make sure all students understood it. Consequently, only a partial amount can be used for questions and to have them answered. “ Marita’s Bargain “ by Malcolm Gladwell states that an extended amount of time in school inflates the possibilities of educational success.

Sometimes before our visit, JR and JM (the other CP in our group) work with fourth year Speech and Language students. Some of this work involves reading from a book, and then they answer questions about the book or review the plot and features of the novel. This seems to tire them out, as they do not take much of a break before our visit (the break is normally only around five minutes, the time it takes for them to pack up from their previous session). They are normally fine for the first 45 minutes and show no signs of fatigue, but by the end of the hour it is always evident that they are tired and would like to end the visit. On the sessions where they don’t have the fourth years visit, or have not had another session before us, their communication ability is consistent. When we had our reflection after the first term, we decided that forty minute visits might be more productive. With a tighter structure of visits, we could have better discussions and ensure all the time we used was useful. This also meant that JR and JM will not as exhausted after our visits and have more positive

Students have a quiz today; NO CALCULATOR . They have the whole period up to the assembly at 10:50. Students should have enough time to finish. If they don’t please have them write a note on their quiz, and I will give them more time later.

• Tutor Communication: Coordinates the response to all tutor inquiries regarding recruitment. Maintains and updates a database of standard communications related to tutor recruitment, engagement, and retention. In collaboration with current tutors and fulltime professional staff, coordinates the development and regular updating of the Tutor Handbook.

A final way differentiated instruction prepares students from the 21st century workplace is through direct instruction. Whether students go to college or enter the workforce, students will be required to receive information directly from one, or many, people and think critically about it. Whether it is sitting through a lecture in college, or a meeting at work, students will need to have the ability to take in information verbally and apply it to their area of study or expertise. In my classroom, I try to begin a lesson and end a lesson with some form of short discussion or lecture. I believe that it helps to either set up, or bring closure to, the information we are covering. For example, at the beginning a lesson this week I spoke for about fifteen minutes introducing the struggle for equality that African-Americans faced in the early 1900s. This short lecture helped lay the groundwork for the next two days and assisted in giving my students context for the upcoming hybrid stations.

Kayla appeared attentive while the QP shared the goals in lesson 1 are to notice and compliment the good, ignore annoying behavior, resist finding fault, and use instant stress busters to self soothe.

However, Thaine (1996b) defended the usefulness of session planning and argued that if the tutor chose to make things up as they went along – having no real indication of the session aims or outcomes, “then nothing useful or meaningful can be achieved,” (Malamah-Thomas, 1987: 3) for either party. It is based upon this principle, therefore that the session aims and outcomes were written on the Smartboard for my learners. Although, I also understand that this process will not appeal to all learners.