I Paint My Bedroom Analysis

As a math teacher, I answer the following question at least once a week: “Am I going to use this in my life?” The first thing that comes to my mind is: “You will use math to pay your taxes, take your car to a mechanic, compare the number of hours worked and your paycheck”, among others. “When a topic connects to what students like to do, engagement deepens as they willingly spend time thinking, dialoguing, and creating ideas in meaningful ways. Making learning contextual to real-world experiences is a key learning technique with differentiating for student interests.” (McCarthy, 2014). Knowing the interests of my students is essential for them in order to master the material being covered in class. In addition, this gives me the opportunity to create a differentiating classroom. A few months ago I talked with the administration in my school and I let them know that my desire is that students have the opportunity to go to college or university to complete a degree,

Students lose focus when their teacher makes comments such as “You’ll need to know this for the test” or “Pay attention you’re going to need to know this”. Students are more likely to view it as a chore. “Study after study has found that students – from elementary school to graduate school, and across cultures – demonstrate less interest in learning as a result of being graded” (Kohn, 167). Therefore, students don’t take on challenging tasks. Instead, they will look for the easiest possible route. “Thus, students who cut corners may not be lazy so

* Real life application: Often times, in biology class, I find myself letting go of my bigger questions- the why, or the how, in order to grasp the watered down concepts that are still so hard to understand. I do because I accept the theories of scientists and mathematicians like Newton as sufficient knowledge to form a building block from which I can grow my understanding of the topic.

\item The teachers always want their lessons to be interesting and they introduce the real life problem before they can go deep into the content of the subject.

Lipman states, "The conventional wisdom holds that teachers are supposed to tease knowledge out of students, rather than pound it into their heads." This is an example to some that may read this article, that could be anyone who is interested in our education system.

When educating students, it is essential to their growth, that teachers have the ability to learn and grow with their students. Every child learns, thinks, and comprehends differently; therefore, the same material should be taught in multiple ways. For example, in my Math 106 class, all students solve the same problem, the teacher then has a few students explain and depict the different ways they received the correct answer. When a student has a difficult time explaining their method, Mrs. Graybeal provides encouragement and guidance; thus. Also, students who are having a difficult time solving the problem used one of the methods provided by a peer to help them comprehend and solve the problem. Math 106 teaches future educators the

Funds of knowledge can be a very useful approach for students and teachers. This idea is supported from the articles, Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms
by Moll, Amanti, Neff, and Gonzalez and the article Unearthing the Mathematics of a Classroom Garden by Kahn and Civil. The first article introduces the necessary research behind using a funds of knowledge approach in the classroom. For example, the study follows a teacher that went into her students’ homes to find out more information about their cultural backgrounds. She was able to use that information to motivate her students to learn more in the fields of science, mathematics, and English by

As a result of implementing any of the ten lesson plans, the students will learn about quantities and their relationships. Moreover, the students will use their curiosity to explore and learn about the world around them. For example, they can learn about how and why leaves change colors. As a result of developing and implementing this artifact, I learned that educators need to ask and respond questions to help foster students’ inquisitiveness and scientific thinking. I also learned that teaching mathematics can be done through interactive activities, and not through hand outs. To improve these lesson

It is possible to paint the outside of your house in the winter time. Here are a few things you need to take into consideration before painting the outside of your house this winter.

In the practice of teaching, it is the responsibility of a teacher not only to teach students subject matter, but to teach students in order to enable them to grow and develop as a person. While it is essential for students to have an understanding of academic material, it is also equally as important that when students finish their education they have skills to use in

“He knew this informal experience with the distributive property would be important in subsequent lessons and the student writing would provide him with some insight into whether his students understood that quantities could be decomposed as a strategy in solving multiplication problems.” (Ex. Lines 81-83 provides evidence of Elicit and use evidence of student thinking).

Mr Williams is a Grade 7 mathematics teacher at an urban school. There are 38 learners in his class. They sit in neat rows and you will never hear the learners talking in his class. Mr Williams use different tactics that he believes will get the learners to work harder. He often tells them that in grade 7 the work is very difficult and that most learners fail mathematics. He has told his colleagues that he cannot get the work in the learners’ heads even he threatens them with detention. He says that he cannot understand why today’s learners are unable see the link between the work done in class and their everyday lives. He blames the CAPS curriculum for not being up to standard.

The amount of information that needed to be absorbed and applied in order to earn a doctorate in 1850 is nowhere near the volumes of information required to earn that same degree today. Immediate access to information has started the idea of “just-in- time learning” (Collins and Halverson 14). This means that when one needs immediate information to accomplish a complex task, one can receive the needed data at just the right time. “Enthusiasts argue for just-in-time learning as the counter to the school strategy of trying to teach everything one might need to know someday. Many Americans spend 15-20 years in school learning things that they may or may not use later in life.”(Collins and Halverson 14) Not many Americans have ever required the date that Columbus discovered America to enhance their lives. Since that kind of information is now available at the touch of a button, why do educators still require children to memorize extraneous material? It would be much more logical and efficient to teach children how to obtain that data, leaving more ‘space’ to memorize other more vital

Students learn best by "doing": Experiencing a cube is more potent than a teacher telling a student that a cube is a six-sided figure with squares on each side. Students need a rich supply of

Additionally, school teachers are facing a gargantuan amount of pressure to teach their students the information the students need to