Learning Styles, Multiple Intelligences And Emotional Intelligences

During my observations, it is clear that Ms. Minor prepares well thought out lesson plans for her third grade students. Lesson reflect both the state adopted curriculum and the instructional needs of the students she serves. She prepares lessons that increase student engagement. Ms. Minor’s lesson also incorporates culturally responsive strategies. Her selection of instructional resources demonstrates an understanding of the diverse

    The diversity in our public schools is ever increasing, with this teachers are beginning to recognize the need to expand their classroom curriculum to include other cultures. Understanding diversity provides context for students and allows them to thrive in most social environments. They key to this understanding lies with support from administrative and teachers “sensitivity of the various cultures reflected in students populations,” (Smith) meanwhile maintaining an unbiased outlook. Involving discussions on music, history, food and of other cultures provides a general awareness for students. Theres types of lessons can and should be taught year round and not just around the

This school is a title one school serving more than 400 students. Out of this student population, 85% of students are economically disadvantaged. The school also serves students with disabilities (31%) and English language learners (6%). The dominating ethnicities are Black or African American (51%) and Hispanic or Latino (40%). This is an ICT fourth grade classroom with around 25 students between the ages of eight through ten. There are two teachers in the classroom, one specializes in special-education and the other in elementary-education. The students learn best through logical/mathematical, verbal/linguistic, bodily/kinesthetic, and interpersonal activities. Most of the students in the classroom are visual learners. Therefore, organizers, timelines, and artistic activities benefit their learning the best.

Diversity encompasses numerous characteristics including socio-economic background, ethnicity, special needs, gender, and giftedness (Cazden, 2001). Today, classrooms are getting more varied and diverse with students from diverse linguistic and cultural backgrounds, and students with a disability. It appears that teachers must meet the needs of all students successfully and individually to effectively teach a classroom of diverse students. This paper will first identify three challenges involved with ensuring that teaching strategies are

Individual learning plans would be created for each student. The student would also have the option of selecting a support team which would include educators, mentors, counselors, tutors, and their parents. Academic data analysis would monitor student progress to determine which instructional strategies are effective and identify interventions. Students input and feedback would be encouraged and used to improve services. Orientation would be held to inform new students and their parents about the types of educational programs and services offered. Students and parents would participate in surveys, assessments, and active discussions to determine which learning styles are best for the student. Students would be prompted to identify areas of interest and a minimum of three potential careers. Parents, students, and an educator or counselor would create a curriculum based on the student’s interest, natural abilities, and potential career

All that being said, the students are in desperate need of a curriculum that can be individualized and that will keep them motivated. Implementing this program will require both the other teacher and I to be credible in our knowledge base beforehand. From there, we will start the new curriculum from the beginning of the school year and lay out clear expectations for the students. Some bumps in the road should be expected, but persistence is key. Constant reflection, however, is of the utmost importance. In order to make sure that the curriculum is effective both teachers will need to reflect on each and every lesson so that they can constantly be improving. Pre, formal, and summative assessments will also be utilized in evaluating the program.

As teachers, one of our primary goals when educating children is to provide all students with access to the general education curriculum. We must think about what our individual students need and what goals they must meet to show

​In addition, Ms. Geni uses a child friendly rubric to promote high expectations for learning success. Ms.

Planning and executing small group and whole class lessons and /or units of work in major learning areas including English (literacy), Mathematics, Science, History & Geography, Health and The Arts.

The greatest thing is to help improve someone’s life by teaching them how to learn effectively and to enjoy doing it. I am excited to be able to serve our future leaders, scientists, community officers, medical personnel, etc. I believe that as E.C.E we are the curriculum, it is how we envision the child that will lead us to be a better educator focusing on the physical, social, emotional, and cognitive development of each child. Being a guide for the child to learn right from wrong and build a positive foundation of learning. As well as being a positive role model for children by resolving conflicts in an appropriate manner.

Our schools are full of a variety of children who are diverse in their own ways. What comes to mind when you hear the word diversity within schools? Many people think of race or culture, but diversity in our schools is more than that. Diversity can include race, religion, culture, and even learning styles in a classroom. In the past classrooms where not that diverse consisting of white protestant students. Currently diversity in classrooms is on the rise big time. Today’s classrooms are more effective in diversity, learning styles, and influences than past years.

Since every topic is different, we must also understand that diversity is different. There are diversity modules to teach diversity, but one size does not. Fit all. Here we will look at the specific demographics of our region for our students and our faculty and staff. We will look at the retention data, and see our bench marks. Here is also an opportunity to allow participants to here from other diverse people and their thoughts on diversity.

Once students and teachers are aware of cultural differences, they become aware of racism and can fight to eradiate it. Through their unbiased understanding of the differences between cultures and races, they are able to come to a point of acceptance of themselves and others. If you noticed in my previous paragraph, I mentioned the different types of diversity. Diversity emphasizes how different students and teachers are, but when explored in a classroom, can be used to reveal our similarities. Once students and teachers grasp the concept of diversity, displayed through everyday interactions with diverse groups of students and teachers, racism begins to disappear. In addition, positive sense of self can be developed once students and teachers have an understanding of their own uniqueness through experiences and understanding of diversity. Once teachers and students

Teachers need to know a lot, a good starting point is to know their students and identify what they know, what they don’t, and where do we go from here, a progressive model that builds on the student’s strengths. Supported by the teachers sound pedagogical knowledge of learning trajectories that can identify and rectify typical misunderstandings and common errors, and an extensive comprehension of curriculum content.

The educational unit I executed has an element of my instruction beliefs that students should connect and relate theme content to real life situations inside and outside the teaching space. Therefore, during my teaching experience, I feel compromise and responsible for meeting my students’ needs and that is why I included many visuals aids and plenty of flexible activities. Hence, this unit involved a mixture of student and teacher-centered strategies such as direct instruction, drill and practice of the unit vocabulary, lectures, dialogues, question and answer sessions, discussions with exchanges of opinions and perspectives, discovery learning events and presentations