Original Writing Of The Classroom

I observed a classroom of four-year-old students who are enrolled at the Child Development Center on the George Mason University campus. This observation lasted about fifteen minutes with a total of twelve students in the classroom. At the time of my observation the students were engaging in free playtime where they are allowed to play games, make crafts, and interact with their fellow classmates. I was seated in the corner of the classroom where the children could not easily see me or get distracted by me. I stayed seated throughout the whole observation so the students would not be affected by my presence. Many different activities were happening at the same time, but a couple standout situations reminded me of many subject areas we

Another thing that surprised me during this child study was the gap of social development in the students in Kayson’s first-grade class. During my observation, I got to see both sides of the spectrum in terms of proper social behavior. In the lunchroom, I observed the students at

The Cognitive Domain measures the child ability to conceptual think, measure memory, and mental process.

One day, I walked upstairs to my warm third grade class at John Stewart Elementary school. As I started my morning work, which usually included math, that was on my desk, my teacher, Mrs.Biddle announced, "Today we are going to pick table names!"

I drove slowly down the winding small gravel driveway surrounded by tall trees and forest that led to St. Agnes Cane Hill Psychiatric Hospital. I had been sent a letter by the director Mr. Jonathan Hammond, in the letter the kindly informed me that my great aunt Carolynne had passed away and since I was her only living relative it was up to me to come collect her belongings or they would be thrown away.

Cognitive domain involves six categories and you must build on each one for it to be effective. They are knowledge, comprehension, application, analysis, synthesis, and evaluation. Cognitive domain described by Randall (2011), “Is the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills” (2011). This domain is applied in respiratory education in the form of comprehending information and being able to apply and assess information. An example of this would be placing a patient on optiflow, you must have the knowledge to deliver the correct oxygen concentration and flow to meet the patient’s needs. If the patient does not tolerate or this therapy or becomes

Rachael, I never really thought of it that way! With each new topic, we are required to first look at the problem from a remembering standpoint (such as recalling information you know about the topic to write about). That makes me wonder how students’ writing would change if they had to write about the same topic every class period for 10 minutes. My guess would be that by the end of the semester, the students would be thinking on a much high level of Bloom’s taxonomy. Maybe this would even encourage students to do some more research on their topic outside of class. That being said, if the teacher provided the topic I agree that over time, it still would bring out new thoughts and offer a different perspective. It would be challenging to students

With the implementation of Common Core, many teachers and administrators are searching for methods of pedagogy that challenge students. Many district leaders are pushing teachers to write across the curriculum in an effort to not only increase writing skills, but to require higher order thinking from students. The Common Core standards were designed in an effort to challenge students to translate information, communicate their knowledge through writing, and make connections across disciplines. In both college and career, writing is a skill often seems to be lacking.

While the teacher’s assistant sat in to facilitate play in the beginning, she eventually was able to step aside and watch as the children interacted. In the beginning we saw the social conflict, Naylee was struggling as she played with her friend sometimes reaching to strike her or pull something from her hands. Whenever I witnessed her aggression towards someone else, I would ask Naylee, “ how do you think the other person felt when you hit them or yelled at them”? Naylee began to respond, “ I think it hurt their feelings or I think it made them feel sad.” Naylee eventually experienced pleasure while she was playing with the role model. Relying on what is known as Vygotsky’s zone of proximal development and incorporating scaffolding into the child’s learning, she would come to school looking for her new friend each day. She had assimilated the new learning experience into her cognitive development. Although she could not make all changes in her environment, such as mom working evenings or having mom’s boyfriend babysit for her, she was able to handle some of the conflicts that happened at daycare. She was able to do this through assimilation and accommodation. Naylee, was a preschooler in Piaget’s preoperational stage. She was able to use internal thought and rely on perception and cues from her immediate learning. Naylee was able to assimilate this experience of working with the peer and accommodate her previous

In the interview, “The Writing Classroom as a Laboratory for Democracy,” Brown a co-editor of the Higher Education Exchange sought out Professor Don Rothman from UCSC to explore Rothman’s passion for teaching writing. Exploring a solution on how to restore one’s role in a public debate, Rothman motivates his students to “take certain kinds of risks and making sure that they understand how much is actually at stake in their learning to sustain conversation on issue about which we disagree”(Brown 44). Rothman explains that going along with the bandwagon risks losing a learning opportunity. Disagreeing to facilitate debate allows one to become aware of silencing “other people when we really need their insights”(Brown 45) for feedback. Therefore,

The first day of two-week camp arrived in a flash. We began camp with a name game, involving a myriad or goofy gestures to help kids break out of their shells. We stood in a circle, and my eyes immediately drifted toward a little guy standing just outside the group. He gazed at the floor dully. When it was his turn to introduce himself with a goofy gesture, he vanished further into the shadows. Fellow volunteers persisted for a moment, but soon passed the boy by when he failed to acknowledge their coaxing. My heart hurt. I so wanted the child to join in and have fun like the other kids.

This kind of skill enables children to take more responsibility for their personal care. Example of fine motor activities includes writing and drawing. The writing skill of children in middle childhood tends to be large, and clear enough to be read easily. Besides that, schoolchildren show improvements on drawing skill in organization, detail, and complexity representation (Papalia et al., 2009).

I tightly gripped the blue, plastic, slippery, twig (hockey stick) in my sweaty, sticky hands when I swung the tiny, orange, plastic puck into the goal. The opposing team’s goalie, with sweat dripping down his face and fear in his eyes, gave me the dirtiest look anyone could have ever imagined. I soon realized, I had just won the hockey game during gym class. All the confused stares and silent but noticeable whispers lead me to question what was all the hot gossip. I achingly trudged down the toxic, smelly stairwell which led me to the reeking, strong smell of sweat in the girl’s locker room. Sounds of giggling, and perfume being spritzed; the loud slamming of lockers as the girls finish changing their clothes, and the horsing around that

McCourt’s first day of teaching was rather unusual. He was anxious and completely unprepared. The thought of being an invisible man at the front of the room causes him to forget his opening statements. Suddenly a student throws a sandwich at him. McCourt takes it, and while the class expects a punishment, he eats it instead (McCourt, 16). Like McCourt’s first day teaching at a public high school, my first day helping out at the Albion After School Program was a lot to handle. It was my first time helping out students younger than 15 years of age. These kids were restless and at a point in their lives were cognitive development is crucial. Coming from a completely different background made me feel out of place the first day, however as the day went by I grew comfortable and the kids seemed to enjoy my presence. I was able to teach some kids cool ways that I learned how to solve certain scenarios/problems.

I like that, although our course is about content area reading, it also covers writing, another important literacy skill. I believe that reading and writing should go hand in hand. Reading can enhance writing and vice versa. I understand that some teachers consider reading first before writing because of interpreting reading as a tool to access knowledge and writing as a tool to demonstrate that knowledge. However, to me, which skill should come first is not as important as the fact that without one, the other cannot exist.