Math 106 And Its Effect On Students

As an educator, it is my job to find new ways for my students to learn that coincides with their particular learning style and takes advantage of their strengths. In all practical terms, this will mean finding new ways for each of my students to learn in their own particular way. As a whole, my students will need more reason to learn with authentic experiences, hands-on

Encourages a positive attitude to learning by engaging students in inquiries and developing their awareness of the process of learning so that they can become lifelong learners.

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

Upon observing your class, we have learned a lot about the methods you utilize in order to help the students with mathematics and about how the students learn. Observing your class was both an honor and a learning opportunity for us, as you are an important, and well-respected faculty member in the school system. However, while we appreciate your goals and tactics to make learning mathematics easier for the students, we have discovered some flaws in the use of mnemonics, rules, and tricks for helping students understand the subject material.

This artifact addresses the standards of content/subject matter, diverse learners, instructional strategies, and methods of teaching in several different ways. The artifact deals with the content of 8th grade math, in this particular artifact it deals with slope, proportionality, and slope intercept form. With using these concepts, I used a variety of strategies including creative thinking and problem solving to make questions. I was also able to create opportunities for diverse learners in this lesson with the strategies and methods of the 8th grade math content. When creating this lesson it was not my goal to interconnect these four standards, it was after reflecting on the lesson that I observed I connected these four standards in my lesson

It uses to change and helps students develop positive adaptive strategies to deal with stress, take responsibility, build emotional insight, and stop the repetitive inappropriate behavior.

Teachers understand how students learn, grow and develop in different ways, such as cognitive, linguistic, social, emotional, and physical. The purpose is to develop a great way to deal with challenges in learning development.

Children are ranked among others throughout the district, county, state, and country. People have recently become aware of the fact that standardized testing can determine the pay of a teacher. Therefore, it is now more common for teachers to “teach to the test.” This term generally means that teachers are taught to anticipate the types of questions that will be on the test. “Teaching to the test” only gives students a broad understanding of the material and concepts they may need. Without a deep understanding, students are less likely to remember the information long-term. Basically what this means is that students do not “learn” the material, but rather “memorize”

For my middle level observation, I had the honor to observe at Huntington Middle School under Mrs.Rivera in sixth grade hub class and Math. I was very fortunate to have had this opportunity, as I have observed things that I have mixed emotions about. In this paper, I will discuss the different ways Mrs.Rivera taught, and the different components that made up her math classroom.

It also enhances student engagement, creating a learning environment that is “active, collaborative, and fosters learning relationships” (Zepke & Leach,

It is my desire as a role model and teacher to help students by meeting them where they are at and reach their fullest potential by providing an environment that is safe, supports risk-taking, and invites ideas to be shared openly. It is my goal to teach students effective tools to gain a voice and be able to identify and understand other voices in this world. I believe the ideal curriculum is one which provides students with extensive individual freedom and requires them to ask their own questions, conduct their own inquiries, and draw on their own conclusions. My lessons and instruction will only be powerful if I have spent time establishing relationships and an effective behavior management system with my students. Also, by providing students access to hands-on activities and allowing adequate time and space to use materials that reinforce the lesson being studied, creates an opportunity for individual discovery and construction of knowledge to

I believe every child can succeed in mathematics, and it is my role to unlock this potential. I aim to teach in ways that help children develop cooperation, assertion and responsibility, as well as a good understanding of subject matter. I believe this can be achieved by creating a culture in the classroom that is built gradually on trust, with a common language, through rules that we create together, and by practicing procedures until they become nearly automatic. I aim to use the resources, materials, and curriculum requirements I have to work with, to engage my students in meaningful learning. I believe that children want to learn, and that it is motivating for pupils when they and their teacher’s are enthusiastic about learning, too.

While observing Mrs. Henderson’s classroom, I noticed that she used an approach that most teachers don’t. When I asked Mrs. Henderson why she chose this approach she told me that originally she was supposed to teach 3rd and 4th grade math at the same time. When the plan changed from her doing 3rd and 4th to just 3rd she decided to continue with her plan on using guided math. While doing guided math, students are working on math problems they learned in the lesson before and working on increasing on their basic knowledge of math facts.

When the year is over, I cannot even recognize my students anymore because they have now become confident when they speak; they are not only asking questions, but they are looking at each other for the answers (instead of it coming solely me); they are making insightful observations and analysis on the texts; and classroom management is no longer an issue. I would like to take full credit and say that most of this is due to providing students with “predictable and safe environments so that they can take risks, explore, and grow”, but I know that the child’s development also plays a larger role. When a teacher can incorporate routines in their classroom and foster a positive and welcoming learning environment, they are ultimately “capitalizing” on the students’ developmental

First of all, it allows kids to express themselves better. It allows kids to express themselves in many ways that are impossible in traditional learning. Students can use their own brains to think about things. Everyone has different talents and