My Reflection Of Writing A Class In The Classroom

In, high school my teachers assign me with different kinds of reading and writing. The types reading that i remember is the Killing Mocking Bird and The Adventure of Odysseus in freshman year of highschool. I didn't like the two book that much. Next the types of writing i recall writing is an observation poem in my english writing class i had to observe an thing and write at least five line poems using the four key items(see, hear, feel, and think). I had to write a lot summaries on articles and

Lameka Gratton Reflection, 2016-2017 End of Year 1 As a teacher, I want to help my students’ social skills, emotional skills and overall quality of character. I can promote social and emotional development in my classroom by incorporating specific teaching strategies. Next year, I plan on incorporate social emotional learning in my lessons as a way of teaching students to really understand how to action the skills in a variety of situations and form positive habits. This year, I feel that I was

Failures Reflection Success and failure of reflection, everyone will do things success or failure. Everyone's success or failure has a certain reason. I have some progress in the ESL33A, but there are some stay in place. My progress is my success, my stay is my regress, that is, my failure. What is the factor that influenced my progress in the classroom? I think it's because of my timid. Because my spoken language is not very good, so I rarely speak in the classroom. My vocabulary

Becoming a primary school teacher is something I want to pursue. I am inspired to bring my knowledge to the classroom and make a difference in children lives. Over the course of three months I’ve had the opportunity to sit and see a third grade classroom. Observing this class, opened my eyes to the Common Core Curriculum and the different techniques teachers use to engage their students. The School P.S 138 is located in Crown Heights, Brooklyn. It is a public school

nursing school. Reading literature, stories, and other humanities-based readings, engaging in reflective writing assignments, and composing and listening to cultural introductions was an amazing experience of learning in the nursing classroom. It helped me establish my identity in the nursing profession. In addition, I learned selected basic skills in this class that will help me function as a nurse in my future clinical practice. The literature, stories, and other humanities-based reading that we read

2017, the date of my first ever final exam in a, full semester, college class. This marks a very exciting but stressful time for me. Over the past fourteen weeks, my class and I have put in approximately twenty eight hours throughout twenty four classes in the fall semester of 2017. At the very beginning of English 110, we set course objectives that were a goal for every student to achieve by the end of the semester. These objectives included four things: A more sophisticated writing process—including

requires utilizing electronics learning journals in the classroom. Discussions regarding the approach and comprehension levels demonstrated by the non-traditional students and the traditional students as it relates to ‘technical’ computer class response to the requirements of “learning journals.” The assessment will identify how students review the content for journaling, formatted the writing style and select the important points for reflections from

Reflection When signing up for this course I first saw it more as just a mandatory class and honestly pointless, for the fact that I could be in a course wrapped around my major. I know I am not the best writer but I do feel that I am decent, I felt I could just get by. Before I registered for the course I was compelled to figure out why the course and WRIT 300 are actually required. In my findings I found “The University Writing Program (UWP) promotes a campus-wide culture of writing, supporting

Reflection Upon arriving to this class, I was introduced to an unprecedented level of freedom. This was the first time in a long time, that I had the honest chance of writing the way I wanted to. During each peer edit it was apparent that people wanted to see me more in my writing, to see the person behind the mask. With each paper I revealed more of myself in my writing, delving more into my past and personality. However, I believe I truly took a risk with the research unit. We were given the chance

The participants of this study were the twelve students enrolled in my second period and sixth period language arts classes at Parkview Middle School. All students are classified with a disability. Ten students are classified with an emotional disability, one is classified other health impaired and one is classified with autism. The participants included nine male students and three female students. Three students were enrolled in sixth grade, three in seventh grade and six students were enrolled