Mr. Benjamin 's Idea Of Inviting Jim The Firefighter Essay

Some pupils may find the activity either too easy or too difficult therefore the activity may need to be adapted to suit the needs of these pupils. Also additional activities may be included for those pupils who finish quicker than others. The teaching assistant must take each pupil’s learning needs into consideration.

When setting up the environment, should be taken into consideration the age and the abilities of each individual child, particularly to those with

And those children represent their knowledge in a variety of ways. It is based on recognition of the individual and social nature of learning and the essential role of language in mediating thought, communication,

This week I learned about differe\irente instruction. I also learn how to implement a lesson plan to meet the needs for each students in the classroom. Each child learning style is different one child might understand the problem one way and then another child might solve the problem a whole different way. I learned about exceptional children and how they need intensive learning and individualize learning. That why it is important to observe and know each individual child so you can support them to the bset of their ability. My host teacher used different strategies to help the students understand the problem. When I did my lesson plan if was a challenge and time consumer.I likle how the lesson plan met the needs of the children. The teacher put the students in different groups so they acn help each other learn. Sometimes children learn best and better from other children.My host teachger explain to me that

There are some considerations in terms of children’s intellectual development that teachers should keep in mind. First, education is exploration. This is where teachers allow children to interact with the environment by providing rich experiences and environment. Second, children do not think like adults. This is where children have

As per Gardner’s multiple intelligences, the naturalistic and intrapersonal aspects of intelligence were those that were addressed the least in the class I observed. The class is almost entirely indoors-only having outside time at the playground-so there no time to develop the ability to recognize patterns in nature. I think the teacher tries to compensate by covering activities that invoice nature themes, such as the lightning worksheet, but there is only so much of nature that can be studied in the air conditioning, under fluorescent lights. Also, there was very little development of intrapersonal intelligence. The teacher mostly relied on consequences as a means to control behavior rarely trying to develop the personal strengths and goals of the students. I also believed that the teacher could have used constructivism; to better enhance instruction and learning. Constructivism is “that learning is meaning, it is reflecting on experienced” (Educational Theories, November 2012). Mrs. Turner could have enhanced lesson to incorporate real life connections to the students to make it meaningful for them. Also, she could have had students predict what was going to happen next in the story. The teacher could have asked

The students were not allowed to ask questions or expand on topics. In this time period, children are encouraged to be curious and explore the world around them. In the novel, the word firemen is raised multiple times. In contrast from today’s society, firemen like Montag illustrated stingy people who burnt books for the government and for their well being. The firemen would start fires, not extinguish them as said here, “Is it true that long ago firemen put out fires out instead of going to start them?” (Bradbury 6). The firemen would start fires to burn the outlawed books, and they would burn the houses of people that kept books hidden. Another contrast from today’s society, is displayed when the firemen had hoses that squirted kerosene rather than water as stated here, “With the brass nozzle in his fists. . . the great python spitting venomous kerosene.” (Bradbury 1) The firemen would use this kerosene to start fires by hosing the books and houses down in kerosene. Today’s firemen use water to extinguish the fires rather than kerosene to begin them. Despite the differences between the societies, there exists one essential similarity being

Module 3 Journal: Read Chapter 4 of Learning to Learn. This chapter shows how variations in learning style may cause learning difficulties as students progress developmentally. Often these issue go unrecognized and unaddressed, perpetuating the cycle for the child in crisis to continue failing to thrive at school. Interpret the following quote from page 146: “One of the biggest costs for having spent years in learning climates ill-suited to the child’s learning needs, is the lifelong struggle to overcome the feeling that he or she is inferior.”

Essentially building upon their learning needs brick by brick. Chapter two has a few sections under the theme Characteristics of Thoughtful talk. Ballenger describes the difference between the way some students speak during classroom discussions versus free play when the conversation is not based on academic topics. She states “I may think they are making jokes or wasting time, or that they are confused and need help, like Rubens, when he suggested the sun was alive-but it usually turns out they are thinking in constructive ways. When I have this principle in mind, I participate less and allow the children more room to explain themselves.”(57) This example is how an educator can step outside of expected norms and meet children where their culture and imagination can work

Though that is not as important today, the theme of the struggle between ignorance and knowledge is still very relevant. One of the most important things in this book is the fire. It is what gets the boys saved, but is also what symbolizes knowledge. Lighting the fire for the first time is when the boys started their process of being rescued, which is also their quest for knowledge. Just as the boys were igniting their knowledge in the time of the book being written science was making huge progress and knowledge was more plentiful than ever.

As growth continues to transpire right the way through the middle years of schooling, it is important to monitor the development of students in the classroom. Strongly susceptible to the environment in which children are fostered and nurtured in, the intellectual, physical and social development of young adolescent learners is evidently a result of early lifestyle experiences and an individual’s diverse developmental processes. Clearly outlined and deliberated, common intellectual, physical and social individual developmental characteristics that are commonly experienced by middle years’ students and outline how a middle year’s teacher might support their students to cope with each of the three developmental characteristics.

Mindful learning can be described as brain exercise. Brain exercise can be broken down to new ways of thinking of situations. Active learning also plays a part in mindful learning. This episode focuses on the ability of children to solve problems, and to change the way they think. With the topic of brain exercise, the way that teachers explain lessons, teach topics and ways of doing classwork are also being challenged. Several articles are brought up that support the argument of mindful learning and discuss how the traditional way of learning is not having desired outcomes. Traditional way of learning can be described as a teacher or professor lecturing or giving out packets of information with homework questions. However, the most common form

A student has the ability to learn without a teacher. However, the Law of the Teaching Process creates the background for a teacher to guide a student on the path to more knowledge. A teacher should establish a safe environment that encourages thinking to help students learn “the unknown by the way of the known” (84). Acquiring their knowledge and increasing their mental power correlates to the aims of a teacher as they guide students. While a teacher is to be passionate in laying out knowledge, the really work of an education, acquiring knowledge, is the work of the student. A student learns by discovery and information stores as the student interprets the new information.

The children construct their knowledge – knowledge is not transferred but is personally constructed the learning meditated. The knowledge is not transferring from one mind to another mind, but it is personally constructed in child mind. Teachers were taught something in the class; child would analyze and remembers about it, critically, creatively, and systematically. The child would likes to improve the skill help of the teacher, parents, adults, and peers. The society is help to improve the child knowledge, when child is walking through the street it interactions with the others, and get information’s. The cognitive development is not direct result of activity but it is indirect. Cognitive development in child it is very important. Cognitive development child learns from society as well as interaction between each other, introduce the new tools among them and in group, with the support of group child will increase his knowledge. The cognitive development is important role in child life from knowledge child gets information about either bad or

Considering the child’s reality. One example of this is we cannot think of the child in an abstract way According to Malaguzzi, (1993) each child is tightly connected to his or her reality. We as teachers cannot separate children from the different experiences, feelings and relationships that the child brings into school with them on a day to day basis (Malaguzzi,