My Attivation Of Reading Observation

When the alarm clock sets off at 6:00 A.M., it's another grueling morning that follows with making the bed, washing up, dressing, and leaving to take the bus by 7:00 A.M. Sometimes, you're lucky enough to get a ride or drive yourself to school to get an extra five to ten minutes of sleep and squeeze in breakfast, hoping you make it in time for first period at 7:45 A.M. A daily routine like this is all too familiar and high school is a challenge for students, more than just academically. For four years, high school students face a similar routine of waking up in the early hours of the morning to head to school before 8 o'clock, for five days a week.

In today's society, most people desire success. They want to attend a respected college, earn exceptional grades, get a wonderful job, and make a lot of money. However, the road to success starts before all of those accomplishments can happen. This journey begins in the classroom. In the classroom, over 25% of all high-school students fall asleep one or more times a week (Mayer-Hohdahl 1). Why does this happen? Schools have sleepy students because of their early start times. "Starting high school early is probably one of the worst things you can do as far as timing the day, as far as adolescents being alert or ready" (Wooley 2). This is a serious problem in high schools all across the nation. Students are tired, and teachers are

The language arts lesson began with Ms. House having the students discuss the use of punctuation in a sentence. I liked how she sternly, but calmly was able to redirect students back to their seats when they came up the book. The students knew exactly what she meant and quickly listened to her. I also noticed how the majority of the times she called on a student whether or not they had their hand raised. This is a great practice because it prepares students to always think about the question asked and to have an answer ready. Ms. House had the students transition to the next activity by standing and shaking their arms and legs. I believe this is a great way to quickly give students a break and then redirect them to the next activity.

If you couldn’t read or write, how would you tackle your daily life? Being literate is a crucial part of everyone’s life; reading and writing are essential for a person’s success. Every single day, it’s used, whether it’s for an Advanced Placement Language class or reading a billboard as you’re driving past. As a child, I grew up reading on a daily basis and I believe that I am as successful as I am on behalf of it. Countless memories have been created, thanks to the multiple books that have been read and the umpteen amount of papers that I’ve written. Throughout the numerous years of my education, my teachers and parents left a long lasting impact on my reading and writing skills.

The primary reason for attending school is for adolescents to get an education in hopes of getting a good job.  Attendance, test scores, and GPA’s all play an important role in a student’s success in school, and if they can all be improved by pushing the start time back, then this issue should be pushed further.  The root problem of students not performing to their full potential has to do with the inability to focus from drowsiness in class due to the lack of sleep they are getting.  To support this point, Carskadon, a professor of psychiatry and human behavior, and his team, “found that students showed up for morning classes seriously sleep-deprived and that the 7:20 a.m. start time required them to be awake during hours that ran contrary to their internal clocks” (Richmond).  In other words, Carskadon believes that current high school start times go against teens’ natural sleep patterns, making them be awake at a time where their bodies aren’t ready to get up yet.  This causes concentration issues making paying attention in class harder, and kids not getting the best grades they can.  Also, sleep won’t get any

The teacher passed around a microphone to each child, it symbolized who was speaking and this made everyone special. The students then had to write two sentences and draw a picture of what they remembered best about their holiday break. Eventually, they shared their two sentences with the teacher or me. Second, I noticed that once everyone read their journals, the teacher quickly called on students based on their bin color, which meant it was time for reading to begin. Each student had their own colored reading bin which included: three reading level books, a word list of the week, and a worksheet using the given word list. The colored bins symbolized what the student was to complete during reading time. For example; students with yellow bins read with the teacher at a table, students with green bins worked on the worksheet, students with blue bins read the three books quietly, and students with pink bins worked on writing on a small whiteboard the word list for the week. This strategy was beneficial because it developed independence. Thirdly, I noticed enthusiasm during the math lesson at the end of the day. The teacher had the students sit on the purple rug for a math lesson. The teacher used her laptop and the video clip to provide the students with visual instruction. Once the video clip was over, the teacher pulled up the worksheet to preview together with the class. Then the students went back to their desk to work on the worksheet

The students of this generation appear to be a bunch of lazy, depressed, unenergetic zombies, but is this entirely their fault? After a considerable amount of investigating it appears as if their lack of energy could be due to sleep deprivation resulting from early school start times. When later school times have been compared to those schools that start earlier, there are significant changes in the behaviors and results that students emit in a school environment. Schools should have a later start time that is better suited to the biological needs of adolescents as a way to aid them in achieving a higher quality education.

It was also noted that while one teacher was expecting to have to reread several chapters of the class book, she was pleasantly surprised to only have to go back a few paragraphs. The most popular opposition to this theory is to assign summer homework, which some schools have already implemented into their curriculum, for the students to complete on their own time over break. However, even with school assigning summer work as a way to combat the summer slide, there is no way to enforce when, or how much effort, students put into their summer work, and nothing assigned over break can compare to what students learn in a school supervised environment with no distractions. Harris Cooper, director of the education program at Duke, confirms that when tested in the spring and fall, “kids generally slide in math and reading during the traditional summer break” (O’Sullivan), proving that two of the most real-world applicable subjects need to be continuously practiced upon to reach

In my previous observations, I observed a class of five years old. Every time I went to do my observations the students were always doing work such as copying new sight words five times or learning how to add and subtract. The teachers were training the students to prepare for a state kindergarten test and the students were only in school for 3 weeks. The students were not making good

Many students have jobs, family matters, or extracurricular activities, keeping them away from home late at night. Because of this they go to bed late and are exhausted the next day. Most administrators and adults think that teens complaining about school starting at 7:45AM is just classic teenage laziness, but it would benefit Saltillo High School to start school later. Many students choose to skip first block because of how exhausted they wake up feeling, and, consequently, they fall behind in their work and their grades show as much. Students that come to school on time, while they’re counted present, often learn as much as the ones who stayed at home. They either fall asleep during class or don’t pay attention to anything the teacher says.

The element that was most surprising was that the children appear to take the brunt of the anger and frustration with illegal immigration when it was not their choice that they are in America, especially from the Librarian Teacher. Proposition 187 is very controversial and until it is sorted out, the children that are already here should be entitled to an education. I felt that the teacher (Diane) that eventually moved on to another position, thank goodness, was aggressive and unapproachable. Diane also mentioned that if you want to assimilate in this country that you should be willing to give up your language which was exactly what we discussed in our first week of class as the wrong ideology to have when working with English Language Learners.

Next time, I would have started with a review of the syllable types and go over what short and long vowel sounds sound like to gain an understanding of what the student knew and also use it as a review. In my comprehension lesson I would add the video as an anticipatory set. Instead of using the Tom Sawyer passages as independent practice in the vocabulary lesson for all, I would use a different worksheet that is multiple choice. From there I would use another paragraph but take out the multiple choice options to ensure the students have an understanding. The Tom Sawyer passages would not be on a worksheet but would provide the entire text with certain areas so they will have more to read to help figure out the underlined words. All of my objectives were met and I altered instruction by reflection and checking for understanding and allowed that to guide my process. During Delaina’s period of frustration I was sensitive to her needs and noticed the change in her body language and overall appearance and made changes to the lesson. I was excited and positive throughout the lesson. Although everything didn’t go as planned I remained calm, positive, and supportive throughout the lesson.

Further research indicates that economically disadvantaged students are more susceptible to summer learning loss, as they make equivalent achievement gains during the school year; they tend to lose more information during the summer (Huebner). Cooper further contributes, “Differences between classes contribute to the findings, due to middle-class students having a greater opportunity to practice and read in the summer.” Students are always going to have limitations on opportunity. Those who are poor should not have to suffer academically because they do not have means to stay on track. There are multiple approaches to limiting summer learning loss within students; however implementing a year-round schedule

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

In general, I feel that this lesson was generally successful. The students, for the most part were engaged and thinking about the North East region. During the previous lesson, we discussed that the regions were divided by climate, culture, geography and economy and the students were able to apply those concepts to the lesson. Because they are familiar with this region, because it is our home region, they were able to compare and analyze aspects of this region to the other regions. They determined the climate, culture, economy and geography of this region by activating prior knowledge and sharing what they knew about the