Lucy Calkins Lesson Model

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

In an informal discussion between myself and the class teacher we would determine our roles throughout the activities, what teaching styles will be used to match the needs of the individual children or groups. Discussing the individual children and preparing to provide additional support ensuing all needs are met, any barriers that may become apparent during the lesson can be overcome without fuss.

First, I believe each child has potential to learn things. I am more nature perspective. I will observe each child carefully and find out their needs and wants. My value of the children is to stay curious and explore. I will ask the children open- end questions to expand their thoughts. For example, when a child cannot play a Hula hoop the way we swing around the hips, I will become an active listening and ask open- ended question. I will ask her “ You seem to be hard time swing the Hula hoop. How can we play in different a way with Hula hoop?” We both think for while. If she can not come up with any idea. I suggest, “ How about setting up the Hula hoops on the ground with at different distances?” She starts to jumping and hopping into them. Hopefully she can create by herself next time. I use R and R messages”

Cowhey’s ability to manage her classroom, allows her to be more spontaneous and creative with her lessons. When children are familiar with how a classroom runs and the expectation for how they should behave, chaos and other time wasting factors are eliminated. This leads to the teacher feeling confident in the class’s ability to pivot to new and spontaneous activities. It can also allow the students to feel

Mrs. Jones utilizes a variety of ways to access her student’s learning by doing four specific things I have observed while spending time in her classroom: writing clear and measurable learning objectives when creating assignments, creating all-encompassing exams that can be expected regularly once a week, and using classroom assessment techniques.

There are different styles of teaching, as each pupil will learn in a different style, these include visual learners, auditory learners and kinesthetic learners. These learners all need different ways of helping them to learn. For example a

Students will respond to the lesson in different ways and often there are “teachable moments” that were not included in the original lesson. The effective teacher can incorporate various instructional strategies to fit the moment and the individual student’s needs at that moment.

Marva Collins view of her students is what made her to be so successful. She treated them as equal human beings and held them to higher standards that nobody else did. Marva could not have made her children successful, though, if it was not for her meticulous different method of teaching. Marva was always a unique teacher that demonstrated her love for teaching and for her students by creating her own method of teaching that is so different from other teachers that it often was viewed as crazy or wrong. In the book, Marva Collins Way, it was said that “Marva could lead with her eyes and her voice, winning control by a look or an inflection.” (Collins, 23) Marva was able to gain control of her class because of the tone of her voice and how she expressed herself to her students. Her method of teaching was simple, she never was angry and she always talked in a kind manner to all of her students. Marva realized, in the beginning of the book, that “A teacher had to sell children on the idea of learning.” (Collins 31) A way to sell students on learning is to express one’s own love for it, and that is exactly what Marva did. Instead of introducing a basic book or lesson, Marva made an effort to explain the importance and put her whole heart into winning the students into wanting to learn. Her method of teaching was like nobody else’s in her era; she always worked off of praise, even if a student made a mistake. Marva explained in the book, “To me an error means a child needs help,

The Teacher’s pyramid of Influence is a pyramid of three sections, the top section is overt attempts to teach, the middle section is interacting with students and the foundation of the pyramid is the modeling. Just about everything in life is build from a foundation, a foundation is the beginning of something that is build upon to make something bigger and better. The foundation of a teacher, teaching their students is modeling. Modeling means to give an example, not just say something, but do something. Modeling can be a positive thing or a negative thing. When a teacher talks about the importance 's of a particular action like looking both ways before crossing the street, then model this action. Each time the teacher crosses the street they look both ways, this is modeling. The students are more likely to mimic the teachers action, follow their example rather than just listen to what the teacher said and follow their directions. Modeling is more powerful learning tool than verbally telling someone what to do. From the moment we are born, we learn best by mimicking what others are doing, the people we see, our mom and dads are our models, what they do we will do or at least try to do. A teacher who lives by the modo “do as I say not what I do” is not an effective teacher. Modeling is the foundation of any good teacher.

This model has very clear set of rules such as what to say and goals to keep in order for the teacher to be successful in her teaching.

As children are still learning they do not have distinct experiences thus far to be able to determine what is wrong, right, impossible and possible. The teachers job is to help them learn this information, even if the child does not know the right questions to ask. Inquiry based learning is how the teacher is expected to teach the new information so they will truly understand the knowledge.In an inquiry, each activity must build the necessary understanding to accomplish the task. Mrs Danchuk was able to develop inquiry based learning with there students by having them to think on a deeper level within a tie frame she is enabling critical thinking in students. In addition, a common goals that educators bring to the classroom, and interdisciplinary instruction and exploration promotes realization of these objectives. My mentor teacher accomplished this by engaging students and helping them to develop knowledge, insights, problem-solving skills, self-confidence, self-efficacy, and a passion for learning. Mrs. Danchuck also included discipline based learning in the lesson by discussing each stick note and making it relatable to the students, she was able to help students develop a better understanding. In the reading one of the main concepts discussed in discipline based learning describes how students learn and gain more knowledge when they understand the ways

Maes used in the classroom. I really enjoyed watching her teach and connect with her students through learning and communication. She would also describe why she did different activities, so I was able to gain even more perspective on how the classroom was running. Relating back to Fullan’s reading I found that Mrs. Maes was able to exhibit this action, “Moral purpose keeps teachers close to the needs of children and youth; change agentry causes them to develop better strategies for accomplishing their moral goals.” (Fullan) Having a teacher that is able to relate and put the children’s needs before your own really shows an incredible teacher. Mrs. Maes was able to address each student in their own way, and was able to schedule one on one time with every student in the classroom without taking away learning time from other students. I really hope I can do something similar in my on classroom due to the positive impact it had on the students in her class. I am also happy to say that I could and would like to use different techniques in my future classroom to help make learning fun. I would also like to add to my philosophy that it is totally possible to have a class of incredible and over achieving students, if you are willing to work with them and help them learn their

Effective differentiated instruction reflects where the students currently are in their educational stage and not where a teacher wishes them to be. This step is important; placing students either too high or too low in the instruction can be adverse to the teacher’s goal of helping all students. Developing lesson strategies for students that are too demanding may have a negative effect on performance and reinforce negative emotions concerning learning. Likewise, developing lesson strategies that do not challenge students to perform at their best can also have a negative effect. Some students that are not engaged by a teacher's instruction are left adrift waiting for new or more stimulating material. Engaging students in the learning strategy is the key ingredient in producing active learners.

Expert teachers generally are comfortable with a wide range of instructional strategies, and they vary them skillfully with the nature of the learning task and learners’ needs (Berliner, 1986).

During my observation time in a kindergarten classroom, I have noticed that the students have a wide variety of abilities, attention spans, interests, and love for learning. When it comes to the teacher’s instructional strategies, she intentionally takes into consideration all of the above characteristics to make sure each student gets what they need to be most successful. During lessons students are engaged because of the teacher’s ability to implement interests of the student’s into things and giving them options. If an error occurs during a lesson, the teacher normally, allows for the student who got something wrong to try again, or to call on a friend to help them out. This way the students are still giving the answers and not the teacher just telling them the information. The teacher chooses a lot of small group instruction and centers where she can work with a small group, but then, easily monitor all the other groups to make sure they are on task and doing their work.