Graphic Organizer Observation

My group is doing a Dinosaur theme for first graders. I decided to do a reading/writing assignment that has an art project towards the end. The student will be reading, “How do dinosaurs go to school” by Jane Token & Mark Teague. Once they finish reading the book they are going to illustrate/paint a dinosaur from the book and write what that dinosaur does in school. They will also reflect and write how they would feel in having that dinosaur with them as a classmate. The class that I have has 5 ESL students and 3 GT students. 2 of those GT students are ESL. So because they need a little extra help (especially since we are working on reading) I am going to group my ESL students into groups of 4 with other students, so if they need help with a word while reading, the other students in their group will help them out. All students will have a copy of the book. Students tend to learn better from their peers, so this will defiantly help out my ESL students. As for my GT students, I will have them leading the reading and discussion from the book. This will give them some responsibility and give them the opportunity to think as a leader. My ESL GT students are very capable of doing the same as the other GT student. I will be providing the supplies for my students so they will not be required to purchase or bring stuff. 50% of my students come from a low-socio economic home. My

Each child was given their own copy of this book , I asked for them to turn to page 15 which is where they had got up to before. I chose the order is which we were going to read, I instructed each child to read 3 pages each......whilst each child read out loud the other children needed to follow each line as it was read.

The reason I conclude this is because the first group gave me their undivided attention. All the students in the first group were very interested in the book, maybe because of the tone in which the book was read. The second group however, had a student that seemed uninterested during the reading and the activity. I had to pause the reading periodically to get the student to pay attention. During the activity the student would not answer questions that I asked the whole group. The student also looked at another students work when all the students were instructed to complete their activity. Trying to get this student to get involved with the reading and the activity was very difficult. For students similar to this student, I would select a book of his/her interest in my future teaching.

At the beginning of the lesson, I felt that the classroom procedures were a little hectic. After lunch, it takes the class a few minutes to settle down. The students use the restroom and get a drink and then they have about 10 minutes of silent reading to settle down. Once the packets were handed out and the students had a crayon and pencil ready to go, the class felt a lot more settled.

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

After this, the students talked to each other and they decided that they enjoy it when the teacher reads to them. The teacher read the book and the students followed along with the reading. When the teacher finished reading, she asked various questions that the students had to answer. The students, had to discuss the question and the answer with their group members. The teacher, asked each group to give their answer and, all the students participated in the activity. They had a good teacher and student relationship. The students respected the teacher and she did an awesome job with the lesson. The teacher, talked to us and, explained that when she creates her lessons she tries her best to incorporate group work and class discussions. Her goal is, that her students are engage in the lesson that she created.

I have several expectations for success in English 101, from my teacher, from my classmates, and from myself. In this course I expect my teacher, Mrs. Carroll, to demonstrate how to properly compose interviews, essays, and research papers. I also hope to learn how to write the papers in the correct formats. Additionally, I expect my classmates to be courteous, to avoid being disruptive, and to be respectful. Furthermore, I expect myself to strive for greatness, to never give up, and to improve daily. I expect many different things from many individuals, but I realize that is the only way to be successful in life and in English 101.

Enforcing the belief that every student should set high standards in their school work is a must because the quality of their work is based off of their own standards. Effective and consistent communication of high expectation helps students develop a healthy self-concept (Rist, 1970). These expectations must be very clear in a classroom full of students from different cultures. A page on class work expectations should be included in the first day take home syllabus. It should explain how students should complete their work and the quality of it by using simple yet detailed words so every family can understand it. The most important part the teacher must do is be very clear and detailed on directions. If a student does not understand an assignment then the teacher most likely did not explain it well. This situation is commonly misinterpreted as if the student was just not paying attention. Clear directions will almost eliminate any confusion on an assignment due to cultural differences.

students to take over. I think that this was a great way to handle the book that they

Many college professors find it very important to have parents, students and current instructors aware of the expectations for the upcoming student. By informing students,

These portfolios/binders will hold writing assignments, vocabulary sheets, spelling tests, and short stories with the question and answer page. These will be placed into the binder every Friday or as soon as they are given back to the student. Each page mentioned above has their own importance to the student’s growth. Assessments should be added at the beginning, middle, and end of the year. The educator will be able to see the exact progress the student has made throughout the year.

Write your thesis statement about the Effectiveness of Advertising in the space provided below. Include previous sections into this document before submitting this Research Graphic Organizer.

My first expectation is that I expect myself to keep up with my work. The amount of work I have to complete every week is overwhelming. My second expectation is I expect myself to stay motivated. My first week of college has been emotionally draining. The amount of work, the difficultly of the work, the pressure I feel to get everything done on time, it sometimes becomes hard to stay motivated when I have a hard time with my schoolwork. I stay motivated by thinking about why I started college. Keeping up with my work and staying motivated is to expectations that will help me become a successful

Based on the evidence provided from this concluded research, it can be inferred that positive expectations led to more successful outcomes. Therefore negative or low expectations result in poor levels of success. Hence, the following consequences can be discussed to show how teacher expectations influence students learning in the classroom.

Numerous studies confirm the benefits of using graphic organizers in the classroom in terms of helping students develop and process information. The mere fact this is a method that has been backed by such a strong body of evidence has imbued me with confidence that this intervention will yield positive results. Graphic organizers are a way to help students "grapple with core ideas of the content and develop sophisticated relational understandings of it" (Ellis 2004). They help students to process information as opposed to memorizing and stressing facts (Ellis 2004), which is what history, is predominantly concerned with. Too often when we teach children in our particular content areas we take a Scholar Academic