Glowing Cube Essay

I believe in creating a relaxed, warm and supportive atmosphere in a group, as in my experience I have found that it creates a positive environment and suits my style when interacting with and enabling others. (Kyriacou, C.1998:65) writes- with regard to this particular style- ‘This better enables pupils to develop curiosity and interest in the learning activities’ However, this may

interactions for students as possible. Yet, I am noticing (over the last few years) students

|Student disrupts all students in the room. It causes reduction in instructional time for himself and his peers, as well as a reduction in completion of |

Education theory can either be descriptive like the sciences or normative like in philosophy. Education theory postulates what education processes are supposed to consist of; it sets the standards, norms, and goals in carrying out an education process. The scientific education theory gives a set of hypotheses, which have to be experimented and verified. The two approaches have produced two broad categories of education theories, which are the functionalist’s theory of education

The atmosphere was more silent than downstairs. However, unlike the upstairs, the downstairs students looked more freely talked with their friends and received help from them when they were stuck on particular problems. In the Remsen hall, I observed students in my lecture and lab class. Since the lecture is a huge class, many students tried to sit beside their friends. However, the students who sat by themselves tended to have seats in row at the back of the classroom. After the class started, a lot of students typed the important thing on the slides by their laptop. Some of them took pictures of the slides using their phone. In the lab class, students tended to have more interaction with each other even though the experiment was conducted separately since the class is much smaller than the lecture. They easily talked to other students about the experiment and moreover they tried to help each other to complete the lab procedure correctly. After the lab class, I also looked around the chemistry office. There was a person who came to declare her major and another person who submitted the late lab report.

The importance of the hidden curriculum of school and learning social etiquette stuck out to me in this placement. Though there was a range of development in the class, and some students proved to understand proper social etiquette more than others, many children were not aware of social etiquette and were not fully able to control their bodies and emotions. I noted that many times the children would try to run around or move however they like and talk out of turn without realizing that that is not socially acceptable and that there are consequences for doing so. The teacher would often say, “no thank you, ______” to the student that was displaying behavior that was unacceptable. I liked that she would praise students publicly for good behavior, saying things like “I like the way that Maggie is sitting up, looking at me, and keeping her hands to herself.” Something else that stuck out to me when examining the social environment of the class was the emergence of a clique that my cooperating teacher pointed out to me one day during outdoor play time. She

Throughout this lesson students will be hands on and engaged with the material. Students will need to cooperate with one another in order to learn and expand their knowledge. When doing the experiments students will have to work together and consider each others opinions. During the informal assessment students will be working in groups and discussing what is happening to the crayon or granola bar. During this lesson students will have to cooperate with one another in order for the activities to run smoothly. Cooperation allows students to work with one another and consider others options and thoughts. While students work together they are able to help their peers and asks their peers questions if the material is confusing. Student interactions

Creating a positive relationship with me and all their peers will promote inclusion and emotional safety. Greeting all students, by name, will identify them as an important individual within my class; additionally, enforcing confidentiality, respect, and support in all group work with emphasize the class as an entire team. Forming a positive and safe environment will allow all students’ to be aware of the difference present in our classroom and

Staring into each other’s eyes as an opening activity was noticeably an interesting and unfamiliar experience for many in the room. Even when just explaining the activity created some reactions of confusion and hesitation. Like, “are we really going to do this?”. When some of the inside students had to pair up with each other, one could sense even more hesitation. Many of the Inside students expressed that they felt vulnerable and in a sense violated, like something was taken from them. I think this shows how such a system effects emotional and social well-being along with relationships. During the activity, I was partnered with Damen and I noticed that his mouth was shaking. Now, I can’t say what was making his mouth shake, could have been

Establishing a well-organized plan for classroom management, at the beginning of the year, is essential for a peaceful and calm classroom that is conducive to instruction and learning for students with a variety of academic, social, and behavior needs. Team Green created the classroom management plan that follows. The collaborative group agreed that the evaluation of the student and their behaviors are essential in promoting positive desired behaviors. Room arrangement, classroom rules, routine and transition, as well as positive reinforcement rewards/success of task should be evaluated and adapted to encourage positive behavior.

Jonathon is attending his first tutorial class on the first day of his school in Ngee Ann Polytechnic with his best friend, Gerald, who has also enrolled into the Banking and Finance Services (BFS). When they first entered the classroom, students on the left side of the classroom are sitting quietly waiting for the lesson to start while students on the right are talking loudly, trying to mingle around with each other. Immediately, Gerald walks to the left side to find a seat and whisper to Jonathon, telling him that students on the right will most probably be very playful and are those who do not do their works. Having heard what Gerald has said, Jonathon decided to follow Gerald so that it will be easier to do project if he is in the same

First and foremost in my efforts to create this environment in the classroom will be to tackle the issue of bullying. It is widely known that bullying is a problem for many children and teens in the United States, and should not be treated lightly. If there is a student found guilty of bullying another student in the classroom will be reprimanded in accordance with the school’s policy on bullying. In a similar manner, teasing amongst students in the classroom will not be tolerated, such as a student making a remark when another student answers a questions incorrectly. Any form of negative behavior between students is behavior that is not welcome in the classroom, and will

A positive classroom environment is a key factor in ensuring student success, we all preform best in an atmosphere where we feel comfortable. A classroom environment is more than the physical space, although that plays a critical part, it’s the way being in that space makes the student feel. Currently, I am the long-term substitute for a High School Math II class. While no one element that creates a positive classroom environment, it is crucial to ascertain the needs of the students and structure the classroom to meet those needs.

Hypothesis: Students who exhibit positive nonverbal behaviours such as a content and/or smiling facial expression and an open, straight posture will attract more social interactions and people will be more likely to sit near them than students who have a serious and/or solemn expression and a closed, slouched posture.

It also is a time for reflection, this is why the student teacher has picked glasses as the object because it symbolised looking back and reflecting. This is also a time to see what the students have learnt in lesson and during the lesson the student teacher has been assessing the students to see whether they are hitting the required levels targeted for them so when it comes to this part of the session where the plenary takes place the student teacher can ask specific questions to specific students which contributes to inclusive learning in the classroom, because it is getting all students involved at all levels. This techniques used is closely connected to the behaviourist theory and how learning can be associated with words and objects to spark stimulation.