Individuals Harsh On Others

In the case scenario provided, Jeff Bliss though that the teacher was not teacher as it is expected of her. According to Bliss, students need to be taught on a face to face basis in order for them

This information also came from the textbook that each student had for the class, but the teacher reiterates on some points and tips during the lecture that may not be in the textbook. There was no homework throughout the span of the course, only weekly quizzes and triweekly tests. Hardly any conversations are made between the teacher and students, but when there are questions that are either after class and short questions or they are left unanswered. Without a close student-teacher relationship in this class, there was a clear distance between the teacher and students. Throughout the course, I felt as if I was only memorizing the information I was told, not having a clear understanding of what was being taught to me. This was not the classroom environment I would ever picture myself, questioning why there are teachers who use this similar concept in a classroom, and why the problem-posing method is disregarded by teachers today.

Our minds are very quick to associate experiences so if someone has difficulty saying a word in one situation, he/she may quickly learn to believe that they will have difficulty again (American Institute for Stuttering).” When these situations occur, I tend to tense up, repeat certain syllables, prolong words, or pause before I say a word or sentence (The New York Times). A good hand full of my conversations end up with the other person becoming impatient: saying things like “spit it out” or attempting to finish my sentences. Many people have stereotypical views of individuals with speech impairments. They assume that just because I stutter I am some nervous wreck, or maybe that I'm just shy. The truth is: no matter how comfortable I am around you, I'll probably still stutter.(Question

B. Day 1: The subject look very disinterested at class. While the teacher was discussing about the code of conduct in class regarding cell phones the subject was on her smartphone. The teacher made us repeat the words to our classmates. She sat there and still proceeded to look at her phone. She doesn’t seem to be interested of the class. Day 2: Mr. teacher gives the students the first 5 minutes of class to write in their journals. The teacher also gives the students prompts on the board if they don’t know what they want to write. While most of the students are sitting there answering the prompt on the

Ken Kelly is a high school social sciences teacher who is saddened by the lack of voluntary activity in his classroom. He hears of a teacher in the elementary school which has great success in classroom discussion and finds himself observing the teacher at work with her class. The students sit in a circle openly discussing their thoughts and ideas with each other. The teacher, Sybil Avilla, never specifically calls one student out to speak nor does she reprimand those who are clearly daydreaming. After the class, Kelly speaks with Avilla in her office about what he observed. He is concerned that her teaching style would not work for his classroom because of the level he is teaching. This open discussion and not teaching information style of

Psychodynamic theorists believe that selective mutism is a choice made by the child to have power over a certain part of their life. This could be a way for the child to assert control in response to a fight with a parent. These theorists believe that children with selective mutism chose not to speak in public to maintain their power, despite having the ability to speak. Researches emphasize the idea that children often continue this relationship with new individuals who can remove this power, such as a new teacher. Differing from psychodynamic theorists, behaviorists believe that children have been taught to use silence to help control the anxiety that they might feel. For example, if a child is uncomfortable in a certain situation, chooses not to speak, and has reduced anxiety, they have learned that silence is an effective tool (Busse & Downey, 2011). .

This week individual was very disrespectful to authority figures due to individual talking back, refusing to comply with request or rules given by adults, and mumbling under her breath. Individual had to be redirected constantly to stay on task because she was daydreaming.

It can affect even people who are experienced at speaking in public and do it regularly. At its worst, it can make it impossible for the sufferer to speak in public at all, even to ask a question.

to listen and interact with the class. The remainder of the week’s instruction may then be

Teacher ability stimulates higher order thinking skills while modelling the desired communication style and classroom behaviours you wish students to emulate such as: talking one at a time, not interrupting when someone else is talking, active listening and tone that indicates calmness and confidence (Kauffman, Mostert, Trent, & Pullen, 2006). This occurs within an orderly framework that differentiates for ability, embraces participatory inclusivity for all students to experience active learning and success (McDonald,

When students are required to speak a certain amount of times, more stress is created for the student rather than active learning. Although teachers may mean well by attempting a more active learning environment, this learning can be lost as students feel obligated to say something.

A forty-five minute Naturalistic observation took placed on Tuesday, October 3, 2017 at 9:30 am while Bryan was in his Math class. The Math objective consisted of activities surrounding place value. The class consisted of 27 students, however Bryan was in small group instruction with the teacher, consisting of 6 students. Bryan sat on the floor next to the teacher. Throughout the observation Bryan had difficulty focusing. He was looking at the floor, playing with his pencil, walking his fingers along the floor, staring at the air conditioner, and bobbing his head up and down. However, Bryan was able to answer and explain his thinking to some of the questions the teacher posed. Bryan’s understanding of the assignment was similar to his

“In order for my students to be strong questioners themselves, they have to be a good listeners. We practice listening with peer tutoring. Students will talk with a peer ,and ask questions based on what their partner said Iask students to stand up when they are responding to a question.This action leads the other students to look at the student speaking and helps their voice carry across the class.I might ask a student to repeat what another student said to improving our listening skills. Students always begin with the sentence stem, ‘I heard Hannah say……” Tressy

John Doe, was depressed by his teacher when he raised his hand trying to ask a question. She turned his motivations down by not call on him after raising his hand for a very long time. “He kept his hand aloft for much of the 75-minute session, but the professor did not call on him.” (Pena 517) After class, she sent him an email telling him to not talk in class as it takes other student’s time and distracts the learning environment. “What learning environment I should ask?” He was there to learn! But it turns out that his teacher didn’t except people to take long when asking questions. This really makes it difficult to explain, as the teacher is always there to teach, even if it takes some time.

The following response reflects the influence of the classroom demands on the teacher’s sense of