Matthew Abg Reflection

It was inspiring and reinforced what SAU has been teaching me throughout my program; lessons need to be engaging. I appreciated how Muir went further to explain how he makes content explicit and lessons meaningful and engaging. I love the idea of developing a story out of the lessons. As an Early Childhood educator, I think that this will be fairly simple to do and incredibly effective. As their first teachers, parents tend to read to students often or tell them stories. Why not continue that trend, but add educational aspects to encourage students to learn, even when they think they are just listening to and participating in a

When one deprives themselves of the knowledge necessary for them, they are withholding the utilities made to better themselves as a person and reveal their true self. In the novel Fahrenheit 451 written by Ray Bradbury, the protagonist Guy Montag learns to live with the society he resides in that denies its citizens of extensive knowledge coming from books, even sticking to a job where he is burning the books containing that exact wisdom. Guy Montag was the prime example of the typical emotionless fireman until he evolved into a rash, defiant man who can no longer tolerate the ways of his society due to the conflicts he experiences with it.

Occasionally, he asked me to read some of the words to him. With each word I read, I could see more and more excitement in John’s face, which made me excited to read. John would always say “Please Please keep reading Ms. Ashley, I want to be able to read as good as you so I can read to my mom and dad.” Excitement about reading was a new feeling for me. Never, in my life, have I enjoyed reading anything, though when it came to reading to John I thoroughly enjoyed it. I began searching for books to take to his house when I babysat him. Upon my arrival, he would eagerly greet me at the door in anticipation of the new book I was going to read to him. His face would light up like a rocket when he caught a glimpse of the book. I loved seeing him so excited

The insights provided by you and kindergarten team assisted me in growing as an educator. It was terrific to see young faces light up as they got to know and understand me. Thank you for the opportunity to be able to educate your student and help them develop and grow.

Reading - Matthew is able to read grade level text independently and with a partner. He is able to answer basic comprehension questions about the text he just read or heard or viewed. He uses the reading strategies taught to him on a regular basis (ie. annotating, underlining key words or unknown words, asking questions about the text, making connections and summarizing.) The result of the recent CASE 21 shows that Matthew performed at 42.5%. The result shows that he had difficulty answering questions related to the use of context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase, citing textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, analyzing how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot and describing

The questions that I asked myself while watching this lesson was where could I insert questions while reading to students and where would I change instruction for a better assessment of student abilities. While watching the teacher read to students there was little questions asked during reading, but at the end, they make a prediction quickly and then check the prediction with the end of the book. I would have asked more prediction questions throughout the book and also given students more time to think about the story and how it differs from a version they have heard before.

During the reading of the book, it seemed as if all the kids were very attentive. I knew this because as I was reading, all eyes were on me. They even were asking questions about the animals. After I read about one animal, the kids would start making the sound that the animal made. They also were very excited to be able to press the button and feel the animal. I also tried to include recall questions

On Tuesday, November 15th, 2016, my partner, Brendan D. attended our service learning project at Fulton preschool. The students did not talk considerably considering practically strangers where standing before them. Mrs. McDaniel had told me the students had been learning about shapes, weather, including reciting the alphabet recently. To expand on their knowledge on what they had been taught we thought it was a marvelous idea to incorporate those concepts with our lesson. Warm up began with everyone sitting in an circle including a bowl full of water was placed in the middle. Brendan explained a ripple, how they work, what causes them, etc. We asked the students if they had ever seen a ripple before, all of the kids did not talk, though one student

It was the summer of 2013, the weekend before Carlee and Kalee started Kindergarten. They had just turned five and they were as fun-loving and energetic as ever. They had been going to a program called, HIPPIE, all last school year. That program can help kids in many ways, including the basics on how to read. However, the twins still weren’t the brightest fish in the sea. They needed some help, and mom thought that I should be the one to teach them.

Knowledge is increased when the teachings are devised to be purposeful, collaborative and engrossing, with everyday life purposes (Miller, 2008, p. 17). As the children are still quite young and just starting out in their education careers it was felt that there was a need to keep the information simple, concise and relevant to capture their interests without alienating their interests with too much information. As Piaget says, for a child to learn facts, it depends in part to a child’s capacity to relate to the facts in a way that is meaningful to them (Furth and Wachs, 1974, p. 13). The use of story writing using the facts allows the children to use their own ideas on how they think life would have been like and to use what they know to develop and interesting story on the topic, this also links in with the cross curricular subject of literacy with the story writing component and helps with development of critical and creative

The presentation given to us this week was by Dr. Marq Sams who specializes in Periodontics In order to specialize in periodontology one must have a 4-year college degree, pass the dental school admission exam (DAT), attend a 4-year dental school and do 30-36 months in a periodontics residency. To become board certified in periodontology a written and oral exam administered by the American Board of Periodontology must be passed. Therefore, Dr. Sam’s attended the University of Louisville School of Dentistry located in Louisville, Kentucky for a Doctor of Dental Medicine degree (DMD). After graduation he did his post graduate program in South Carolina at Palmetto Health Richland. Once completing his residency, he returned to the University of Louisville for additional training in Periodontics and received a certification in Periodontics in 2010. Besides his DMD he earned a Master of Science degree in Oral Biology from the University of Louisville. Thus, he received a diploma from the American Board of Periodontology.

What I liked most about this story was how the story shows the impact one exceptional teacher can make in the life of a child. Chibi is a young boy from a Japanese village who is ostracized by his peers and goes through five years of schooling alone without anyone speaking to him. Then finally, in his sixth and final year of schooling, Chibi’s teacher took interest in him and showed his peers what an exceptional person and how talented he was. This changes the perceptions of his peers and Chibi’s life. This is a great message for teachers about the impact you have upon your students and how all children are worthy of your time and love.

For starters, some children did not know exactly what we meant by the last question, “What did you learn from our experiment?”. Some kids weren’t sure as to whether we were asking them a question regarding the morals corresponding to the story or what the point behind our experiment was. Another problem we encountered was that the story was a little boring for the older grade. Unfortunately, since the story was our controlled variable, we could not change it. If the story was made more appealing to the older grade, it would have helped in their interest and attention towards our experiment. Thus increasing the validity of their answers. However, this was not the case. The last major problem we faced was some students did not understand a question and still refrained from asking for help. Due to this, they were unable to answer the question. This, again, affects our

During the read aloud the students did not pay attention to me because they had just come in from having an ice cream party. They were laughing and hyper so I was worried that they were not grasping the content of the story. I had to stop in the middle of the read aloud and ask them to not talk until I finished the text. They listened to me and we went on and read the rest of the book. Next time, I plan to do this read aloud before the ice cream party because I really struggled when it came to calming them down.

What was so impressive in your conclusion was about your ministry as a children worship leader in how you want God to inspire children through you so that they can receive positive inspiration. That is truly awesome Kayci, to give back positive inspiration that you received from others to influence or to guide our children in a positive direction in life.