Grade Math Class, Where The Average Age Of The Learner Are Eighteen Years Old

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

      The intervention I selected was Chart Moves. The way that I implemented this particular intervention with the student is by writing his name on the poster in which I supplied. Every time the student performed the desired behavior, which was reading fluently within two minutes and answering post questions he would move up half a notch. With the chart, Ja’Von would have the opportunity to earn different reinforcement such as things that he was interested in or things that he liked. I became aware of the things that he was interested in during the observation phase and before I introduced him to the intervention, I asked him to make a list of the 10 things that he enjoyed doing or things that he liked in general. The list included but were not limited too cookies, candy and action figures. This gave me the opportunity to use the reinforcers as ways to increase the desired behavior and decrease the inappropriate one. After the intervention was introduced, it was explained to the student how it would work. Moreover, the way the system was designed to work in the way that the student would quickly and accurately read a passage

Of concern to me is also monitoring of my students. I need them to actively involved in monitoring their progress and finding out from them where they most need help. I want them to take an active part in the learning process and I cannot do it alone. If I can get them to be invested in the learning process they might be able to help me to be a better teacher, who plans her lessons so that they are structured to meet students’ need and take them to the next

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

* Liasing with the teacher before and after lessons and update records accordingly in regards to the children’s progress.

Implement a reward system. Instruction strategies that offer praise and involve a reward system proved extremely beneficial in motivating learners. Instructing at various levels is quite different for each level, which requires different rewards. For example, in boot camp a recruit that continually demonstrates and excels in assigned tasks may receive a phone call home to family, or a student that performs exceptionally well during a board may receive a meritorious promotion or plaque. Just make sure that your learners realize that the reward is for exceptionally finishing a task and not for just participating.

I’m usually sitting next to a student and encouraging them to get the test done. On Fridays after restroom breaks they do their reading test. before Christmas break the test was read to students.I usually helped reread stuff to the kids that fell behind on the test.They started to read their test on their own after break. My roll then changed to making sure that the kids stay on task for their test. A lot of time in this classroom is spent sitting next to a student that fills more comfortable with someone right next to him. We start out each morning with down time, where kids can make the choice to either go to breakfast,read a book, or choose an educational game on an ipad. After the bell rings and we say the pledge of allegiance,we take lunch count and attendance. The children then take a restroom break and I help monitor the hallway. On Monday-Thursday the next step is small group reading. This marking period a had a group 4 boys who where reading d-g level books. We would also used this time to work on sight words.They enjoy playing a game with those, but it only occurs on days that they can me thiet full attention while

In order to ensure students’ intellectual engagement, ensure that you use instructional time evenly throughout the lesson. Use the gradual release of responsibility model of instruction in a way that helps students understand and practice key skills needed to show proficiency of selected standards. Allocate the right amount of time for modeling, guided practice and independent work. You may choose to use of a timer to help you keep classroom instruction paced appropriately. Additionally, continue to present your content to students in a way that allows them to make connections. This will result in students being able to engage with the content on a deeper level. Use to following link to learn about effective use of gradual release of responsibility model by Dr. Douglas

It is important that each student has time to finish an activity and reflect on it. For the most part I have a lot of leeway with my curriculum. However, I have set objectives that I must meet. So, I need a time limit. Nonetheless, If I see a student struggling with a concept or idea, I make time after the lesson or before the next lesson to go over the concept and ensure he or she

Others students that might be included in my classroom apart from the one mention in the chapter are students with ADD or ADHD. The supports that I will provide for these students to ensure academic success will be to seat them away from distraction and noise, to be able to focus more on the lesson being taught. One kind of behavioral intervention that can be used for students is the time interval, allowing the students to stop when they hear the timer ring and for the students to keep a checklist and mark yes or no if they are engaged in the learning. Lessons should be stated in ways that give specific instruction of the expectation of the students. By keeping the lesson connected to the previous lessons, if the students are able to have

Teachers should not punish students for tardiness. It is suggested that work or handouts are placed on the student’s desk with instructions and directions so that when the student arrives he/she can join the rest of the class. If a student is absent, it is recommended that he is given his work the next day. If notes need to be given to the student, it must be provided to the entire class to reduce special treatment or favoritism. Students can be permitted to record notes since students struggle with perfectionist behaviors. They tend to write, erase, and rewrite thus causing them to complete or submit their work on

During independent work, I will keep a close eye on the performance and progress of the class. I will watch for frustration from not being able to do the work independently and assist them based on their needs. I will document the progress of each student using anecdotal notes. Towards the end of the activity, I will be looking for correct answers on the worksheets and listening to feedback about the lesson. I will check to make sure the visual images they created of their wet skittles match and interpret their written counterparts.

Naturally, these students are easier frustrated. You may notice these students struggling with time sensitive tasks. Often, these student experience difficulty identifying key points within a lesson. Fortunately, there are some accommodations to help motivate students of all ages who struggle with this disorder, depending on their particular needs. These students often need a more structured, cut-and-dry curriculum. Students may require additional time to completes tasks. Focus on evaluating completed tasks, rather than what hasn’t been finished. Some students may require assistance with organizational methods. Some students may need help with recalling information. The key to success for these students is to identify specific struggle that the student faces and to guide them to a

Every semester I shared my class strategy with my students in the first class. I emphasize the efficiency strategy and the effectiveness strategy in students’ study. In my class, students need to spend enough time and efforts to understand the fundamental concepts. On the contrary, for applications of basic ideas, students can use the efficiency strategy because they can easily apply the fundamental ideas to the practical exercises if they understand the basic. Managing class tempo is very important for the introductory level classes, because theses 2000 and 3000 level courses are the first step making students develop their academic inquiry. Thus, my role in the classroom will be a knowledge provider, an inquiry promoter, and a fair evaluator.

By taking the time to get to know your student, his interests, providing a safe learning environment, building a relationship with him and finding ways to motivate