Fourth Grade Classroom Analysis

By providing different learning experiences in the curriculum teachers will be able to meet the needs of each student’s learning style. For ELL students, New Caney Elementary offers Bilingual programs dedicated to teach both languages, Spanish and English, that will essentially allow ELL students to learn the language. Programs like these were created to help students to thrive academically no matter their circumstance. To assess students at all times, one as a future educator must ensure that we are assessing the students in each lesson plan. The teacher must ensure that each student is grasping the content presented to them by monitoring their gained knowledge. In order implement the units from the curriculum, I will strive to provide various learning experiences to each student. I will provide visual activities for my visual learners, have hands on activities for my hands-on learning students, and provide discussions for the ones that learn through hearing and repeating things out loud. Each learning experience is crucial to the student’s academic success. By providing different types of learning experiences I will be able to make the lessons more effective and

In the beginning of each lesson several planned supports are introduced to ensure that the focus learner understand the lesson objective and subsequent lesson goal. The two to three planned supports in lesson one compliments the focus learner preference in learning and align with the IEP goal. The planned supports are mainly visual and kinesthetic in nature and they include various Manipulatives, wall charts, YouTube videos, guided notes, and lesson worksheets assessments that are intended to assist the student in achieving the lesson objectives. They are also intended to help the student remain engaged during explicit, guided, and cooperative instructions. The Smart board will be used by the teacher to support differentiation of instruction and by the student to express in writing learning of the lesson objectives. Worksheets will be used for independent and extended practice on concepts taught and the results used to help guide instruction in satisfying the learning goal and the IEP goal. As the focus learner becomes confident the amount of supports are reduced to reflect the IEP

As I previously mentioned in the past paragraphs, I have English learners in the classroom, for that reason I decided to focus on several SDAIE strategies throughout the unit. Those strategies are visuals, graphic organizers, gallery walk, and sentence starter/frames. The use of visual aids including kinesthetic delivery of the lesson creates a real experience for the students and a real model of what they are learning about. The use of various SDAIE strategies will be incorporated, including but not limited to speaking slowly, providing individual assistance, and scaffolding. The SDAIE strategies are helpful for all of the students in the class because most of the students come from Spanish speaking homes and they struggle with the language. In order to provide extra support to Els, I designed the unit with lots of group work and pair sharing which is very helpful for Els, because it allows them to participate and become engaged with the content verus having to work alone. These accommodations for learning and assessment tasks provide students with access to the curriculum and allow the students to demonstrate their learning through a variety

During my observations, it is clear that Ms. Minor prepares well thought out lesson plans for her third grade students. Lesson reflect both the state adopted curriculum and the instructional needs of the students she serves. She prepares lessons that increase student engagement. Ms. Minor’s lesson also incorporates culturally responsive strategies. Her selection of instructional resources demonstrates an understanding of the diverse

Grade and Subject area: [This artifact is a hypothetical lesson plan directing the instruction of a 6th grade Spanish class.]

Hispanic ELLs students will be tested on their reading and on phonemics. The teacher will give the test to students individually because the teacher needs to hear the student read. The student will be given a book based on their reading level. The book will contain a picture and small amount of words. The picture is a way for students to make connections with the words, but there will be times where the student will not able to make the connections. Pictures are a visual for students so they could associate vocabulary words (Vacca-Ricopoulos & Nicoletti, 2009, p. 70). Once the student starts to read the book the teacher will use a timer to determine how long it took the student to read the book. Once the reading part is over, the teacher will ask the students questions regarding the book. The teacher will have a graded formatted sheet and that sheet will contain information based on the student’s reading capacity and understanding of the book.

I have attached a copy of my high school transcript with the courses and grades I have received throughout my last two years at Anacortes High School. This semester, I am taking ASB Leadership, Strength and Conditioning, Drama 3, Pre-Calc, AP Environmental Science, AP Literature and Composition, and Teacher's Aide for Mr. Thompson. My favorite classes I have taken at AHS are Honors World Religions and ASB Leadership. Honors World Religions is one of my favorite classes because it challenges you to think differently than any other class does. It not only talks about religious history, but also current world issues that involve religion. This class is said to be one of the hardest classes at AHS, but it is also the most interesting class I have

In his article, Common Core is Rotten to the Core, Brian Farmer offers facts that support his opposing opinion on the recently implemented education standards called Common Core. Back in 2001, George Bush issued his education policy “No Child Left Behind” because the nation was thought to be at risk of a weak education system. It set high standards, thus failing to deliver lasting success. In 2007, the National Governors Association and the Council of Chief State School Officers started to work on a common set of standards in the math and English curriculums. The next year, in 2008, those same organizations, with the funding provided by the Gates Foundation, started a federal education grant program known as “Race to the Top”. In order for states to get the educational grant money, they had to commit to a set of standards that outlined what students have to know and must be able to do. Common Core also recently set out to realign state standard

Week two of my classroom handbook will be of the topic problem solving skills used during conflict in the classroom. Kaiser and Rasminsky suggest a five step process that will effectively teach children at the early childhood level problem solving skills to last a life time. I will go over each step and then provide an example of what this process might look like in a classroom.

How would I use my unique talents or abilities to address a school or community issue? I as of now am the class president of my 7th grade, Hastings Middle School class. In ways to make my school better, I always attend school officer meetings, and listen to my peer’s wishes and hopes. However, one thing I have learned is the fact that you can only do so much for your school realistically. For example, as of writing this, my school has banned water bottle flipping. Water bottle flipping is something with enough work and dedication, I can change. An example to what I can’t change are school lunches. The school already has a certain food supplier, certain food-related staff, and certain menus. To try to change this would be to disrupt many parts

The documentary, Young Kids, Hard Time shows the aftermath of what life is like for juveniles who are convicted with adult sentences. In the film the viewers met four young kids who were all tried as adults. One child in the film was as young as twelve years old, and was set to serve twenty-five years in prison. The age of this child brings up a lot of concerns when discussing how juveniles are treated in our justice system. Much like the discussions had in class, this documentary touches on how sentencing this young boy to spend the majority of his adult life in prison is an appropriate solution to service justice. Crimes cannot go unpunished, no matter what the age is of the offender is, but is sentencing a criminal to a life in prison the correct way of giving punishment? This is one of many questions that the film and this course seek to answer. Something the film does not go into is the theories in which scientists try to explain delinquency. Two theories that have both reasonable and unreasonable explanations to delinquency are structural functionalism and subcultural theory.

Anyon provides an example that middle class teachers are not challenging their students. Teachers as well as parents suppress students to critically think.

The student I focused on for this child art analysis report is an eleven-year-old male, and his name is Rustin. Rustin is in the fifth grade and currently resides in Smyrna, Ga with his father, mother, younger sister, and his pet cat. Both of Rustin’s parents are English speaking Caucasians that were born and raised in Georgia. Rustin is an older brother to his five-year-old sister, and they are both Caucasian and speak English. My student’s living environment consists of a two-parent household in a middle class neighborhood in Smyrna. Rustin’s parents both work full time but are able to stay very involved in their children’s lives. The student remains very active through sports teams such as soccer and tennis. Rustin is an extremely bright

For the control group, instruction involved the usual techniques and strategies like class discussion and listening to the Ilocano folksongs, which would use the chalk, chalkboard, and CD player as the primary medium. The lesson was delivered through class discussion.

I also learn the best when a teacher is more active with students and does not teach a boring class. Nothing is worse than a teacher talking the whole class without interacting with the students. My worse classes always have been history class because of the long lectures. I can not learn when a teacher is boring and not excited about what they're teaching. When a teacher stops and ask questions it really helps me learn, especially when I have to answer the question. It may get me nervous when the teacher ask me at first but, come test time I'll remember the answer because of that time in class when the teacher was focused all on me. Also when teachers make us do group work it helps. It helps for a couple of reasons it's fun, it helps you