Good Morning Mrs. Toliver Summary

While writing this text Joanne was attempting to prove the point of if a teacher is stern it might be for the greater good, as she increased her confidence while playing in the orchestra and became what she is today. Without the assistance of Mr. K I don't believe any of the students would have been taught discipline and dedication on their everyday activities in

Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being

The lesson plan 3 was about “Time by the hour” for math. Throughout the time in my placement field, I get to observe and teach in my cooperating teacher’s 1st grade class. I had learned so much about the students and enjoyed working along with everyone. At the end of every planned lesson plans, I have learned so much and gained some useful information on how to become a better teacher in the future. In this lesson plan 3, I had reflected on my past mistake and learn to grow from it.

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

“Hello,” the teacher said. The class echoed her monotonously. “I’m Mrs. McEversons. First we’re going to get to know each other.”

Through my observations, Mrs. F uses a Teacher-Centered model, which allows her to select the material that the students will learn (Santrock, 2008). Since all of Mrs. F’s students contain an Individualized Educational Plan (IEP) it is important for her to control and closely monitor what is being taught. When a teacher has a student with an IEP it is significant to maintain the unique educational goals and help the child achieve the highest benefit from learning (Heward, 2009). In Mrs. F’s class she is able to center her students goals around the curriculum or lesson plan for the day. On several occasions, I have witnessed Mrs. F asking the student’s different questions based off a story the class read, that pertains to their specific goals. An example of this includes one child’s inability to identify colors and another child’s inability to answer “who” questions (answering the main character in the story). With constant repetition, the students are able to strengthen their weaknesses and achieve their goal(s).

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

The teacher demonstrated her patience by helping the student with his presentation and not hurrying him or making it seem like she was just ready to get it over with. I also learned that students respond to positive emotions sent their way. Another one of the things that I thought she did that was important was changing her lesson so that the students that were not interacting with other students on their own could feel included. I believe that may be the most important of all the aspects of the emotional regulation she chose to use. I know I will definitely be using her “student artwork” idea throughout my classroom as well as having a calendar to celebrate student birthdays so as to not make any feel left out. Overall I enjoyed this observation because I related to it some with my past and I know if I had a teacher like her in my life, I may have developed differently in a more positive light. The reason why I want to be a teacher is to make a difference in children’s lives just like my observation teacher has done in her classroom and continues to do every

She also used expressions such as ‘come on, you know this’ when asking the boys questions. In the questions that were posed to the girls, if she prompted at all, she would usually say “well, do I need to ask someone else” or a statement similar. She would wave her hands in the air similar to motioning children to come to her when she was prompting the boys to answer a question they were having difficulty answering. Her hands were generally on her hips when the girls would answer. She appeared frustrated when any of the children were unable to provide responses, but she seemed more frustrated with the boys than the girls. She would often make statements to the boys about needing to pay attention. She did praise all students when they participated and showed no bias in her feedback towards

The class had a schedule for each day and during that time Mrs. Fields would go over certain activities and assignments relating to the subjects above. In addition, the classroom was set up in different learning centers in which each center contained a different subject to focus on. The kids would be divided in groups of five and take turns rotating through the centers before gathering as a whole class to review the activities of the day and describe what they learned. Most activities were simply and goal oriented for example the math activities required the children to add, subtract, and count. The learning center resembling a house helped with physical development. Art and music were in the same category and the teacher allowed the children to draw something resulting to the subject as well as gave them the opportunity to play different instruments. For reading and writing the children talked to each other, read books, wrote on their journals, went over vocabulary, etc. As for social studies children got to learn about other countries and their cultural or regional differences such as, “Africa is hot or in Canada seeing moose’s in the wild is not

Mrs. Giddens explained the importance of a student’s success to her. She did not want a child to fall behind due to lack of discipline or ability. She seemed to really want to help those students to stay up with everyone. She was strict in the class, because as a career tech teacher, you tend to get the “bad kids,” but she did not let that stop her. She knew some students had to be taught from right and wrong, and some just needed that extra motivation. She used several representations and explanations that taught the students discipline, learning advancement and student achievement. She incorporated it in her lessons to help guide these young students to becoming smart and educated students they aspired to be. She congratulated the students when they excelled and encouraged those who did not succeed. She always helped in all ways possible for the class as a whole.

By tailoring lessons designed to fit each student I am able to better help them understand what they are learning. For instance, having a child very interested in kinesthetic or auditory styles of learning I can easily integrate academics while also stimulating a passion for lifelong learning.

Marva Collins view of her students is what made her to be so successful. She treated them as equal human beings and held them to higher standards that nobody else did. Marva could not have made her children successful, though, if it was not for her meticulous different method of teaching. Marva was always a unique teacher that demonstrated her love for teaching and for her students by creating her own method of teaching that is so different from other teachers that it often was viewed as crazy or wrong. In the book, Marva Collins Way, it was said that “Marva could lead with her eyes and her voice, winning control by a look or an inflection.” (Collins, 23) Marva was able to gain control of her class because of the tone of her voice and how she expressed herself to her students. Her method of teaching was simple, she never was angry and she always talked in a kind manner to all of her students. Marva realized, in the beginning of the book, that “A teacher had to sell children on the idea of learning.” (Collins 31) A way to sell students on learning is to express one’s own love for it, and that is exactly what Marva did. Instead of introducing a basic book or lesson, Marva made an effort to explain the importance and put her whole heart into winning the students into wanting to learn. Her method of teaching was like nobody else’s in her era; she always worked off of praise, even if a student made a mistake. Marva explained in the book, “To me an error means a child needs help,

By being firm with the students, Ms. Lindberg will reduce the rudeness these kids are giving her. You can’t be nice one minute and mean the next. Ms. Lindberg needs to be firm all the time. Raising your voice only further frustrates the teacher. She has to be relaxed but at the same time mean business. She cannot let her frustrations show. Ms. Lindberg needs to be sure to remain calm at all times. I think that if she feels her frustration showing, she could use breathing techniques to help her relax and calm herself down. While using breathing techniques to relax and being as firm as possible, Maggie should be able to be more confident that she has been in the past.

Mrs. Cirrincione has a structured morning routine. After welcoming the students, she takes attendance while the students read, sharpen pencils, and exchange books. ELA is first. While students are working silently on spelling, Mrs. Cirrincione walks around the room connecting with each student. Overall throughout the day, I noticed Mrs. Cirrincione was very engaged, never sitting at her desk unless she was conferring with a student one-on-one. Dr. Cornell, the