A Class Divided Reflection Diversity in Society Everyone is likely to experience some form of discrimination or prejudice; as is anyone capable of acting prejudiced towards others. On April 5th, 1968, a teacher in Riceville, Iowa named Jane Elliot conducted an experiment with her third grade class that dealt with the concept of discrimination; and was documented in Peters’ 1985 ‘A Class Divided’. The exercise originally took place the day after Martin Luther King was assassinated. The documentary is an eye opener to the world of racism and discrimination. Bucher (2010) describes racism as “discrimination based on the belief that one race is superior to another” (97). According to Bucher (2010) “discrimination is defined as the
I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students
1. What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C) For the lesson observed the objectives was to explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers.
Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being
“Never Say Anything a Kid Can Say!” is an article written by Steven C. Reinhart. The article explains how to engage students through the use of questioning. Mr. Reinhart like many other teachers was stuck in his early teaching methods. He is now changing his teaching style to adopt to
Was student progress noted? As the weeks went on the student seemed to pick up on and begin to grasp the topics I worked with him on. Specifically the student improved on their identification of when to use the plural form and when to use the singular form.
The common definition of public education in the U.S. is a system implemented to promise “equal education opportunities no matter race, religion or ability” (An American Imperative: Public Education). While all public schools are diverse in their own core values and principles, there is one underlying principle that makes a
The instructor-student treatment have huge impacts on the educational progress and honesty. The more encouragement I offer results in an increased trust and responsibility by students. Both increase their feel of worthy, both show that students can and will learn and achieve. I influence them until their inner feeling of “I want/need to master this subject” escalate. For instance, once a while I share a story of my own. Why I am learning and teaching and how I am still looking for more knowledge. There are couple of sayings that I use to encourage more learning and reading; the first one says, “Aim for higher expectations and if not met you won’t be far from your target”. The second says,” No one was born a scientist, everyone learns”.
• Linking concepts to students’ background. This experience can be personal, cultural or academic. • Use speech that is appropriate for ELLs’ proficiency • Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of scaffolding and decrease support as time goes on.
There are a couple of limitations that are effecting the students over all learning in Ms. Lister’s classroom. The students have showed that they are not motivated or engaged when given a task to complete. Therefore, Ms. Lister needs to figure out different tactics to motivate her students. Ms. Lister should attempt to implement a variety of options to her student so they feel they have a choice in what they do and how they learn. Other methods that could be combined is attempting a positive feeling tone and recognizing accomplishments, giving encouragements and believing in the students. Her students crave to be recognized for their accomplishments and thrive on positive talk. By their teacher expressing the importance to their accomplishments
After working very well on his math packet for the first half hour, one student did not want to work on our project of the day, a lenticular print made from folded paper. Even though the first step was only drawing two pictures to use for the project, this student did not want to participate. This confused me; he had been focused on his math, but as soon as the material became what I assumed to be more “fun” and engaging, he lost interest. I tried a few different methods to motivate him, as did some of the staff, but we were unable to get him to really engage in the project. I noticed that I value participation and effort more than how many questions a student gets correct. Grades are definitely important, but I would rather have engaged students who try their best and get a range of grades, because I know that engaged students will improve greatly if they are taught well. I also saw this in my previous job. Students who were not motivated did not progress quickly, while students who were, even those who were years behind, made fast progress. Thus, I think one of my most important tasks as a teacher will be learning to motivate students and help them to engage with
b. Focus Student 2’s strengths are that they learn new material and processes it quickly. The challenge in this scenario is the student wants to work quickly to complete the work, however, they leave out several details. The student shares the details with the teacher, however, forgets to transfer them to
3. What do you find to be the most challenging part of your job? Keeping students engaged and on task can be, at times, the most difficult part of being a teacher. You have to come up with new ways to engage them and keep them focused on learning, especially at the end of the day when all they can think about is going home.
Application 4: Engaging Instruction Engaging Instruction Engaging students in the classroom can be a difficult task. Understanding the process of how students learn can help a teacher adapt the lesson to meet the needs of all students. I will encounter students that are not intrinsically motivated so I will need to find different ways to motivate each and every student. Understanding how my students learn can provide me with insights as to how to help each student learn which will minimize classroom management problems.