Reflection Of Student Children 1: Focus Child 1

Active involvement by students is important as they talk about the story, ask questions, and build expectations of the text. Everyone in the group simultaneously reading and receiving support from the teacher and other students is included in active involvement. Students engaged in conversation before and after reading in a social environment implements reading, writing, speaking, and listening skills.

A student engages with the details of text in order to respond critically and personally.

Learners returned to class without the document and so we completed a group activity where they made notes individually on a form and then we used the Smart board to note down what everyone had met. I chose the most common experience and we used that to base our first statement on. We discussed the unit that it related to and the group were able to ask questions. I circulated, checking their first sentence and then the paragraph for spelling and grammar issues which were identified and I used an activity to note down key words which developed into a sentence – asking what should go at the beginning and at the end, use of commas, etc. Once the opening sentence was perfect, the learners used the same skills to write the rest of the paragraph and I was able to give individual support to suit their needs on a 1:1 basis.

This movie, The Classroom, which was very interesting to watch, discusses all that goes on in the school system, the good and the bad. But it also shows how things at home can affect the way the student acts during the school day. This movie definitely makes you look at students that act out differently, instead of punishing them maybe we should all look deeper into the issue and find a way for the student to thrive and use school as an outlet.

Between the ages of 3-5 years children develop their own identities. Playing with other children, socialising through imaginative play and inventive games helps develop their understanding of themselves and those around them. They want to take on small responsibilities and help, seeking approval and praise from adults. They begin to learn about boundaries, why they are important and necessary. They begin to argue with their peers but are quick to forgive and forget. They will still have an outburst of crying when tired or frustrated. At 7 years old they co-operate and take turns, they may copy unwanted behaviour. They become more aware of the feelings of those around them and help console those friends. They also may have imaginary friends

Focus student 1 really needed more individualized attention. While they were capable of doing the work, they second guessed themselves, and end up not completing their practice work. Because of this, they continuously come into the class not prepared, and not ready for class. To assist with this, I would create more activities, which are partner work, and place this student up with someone who can support without doing the work themselves. I would require this student to see me during advisory so that they may receive more one on one attention, and talk through the concepts.

I also stated that the ELA teacher passed off the discussion to students merely soliciting their comments on the story’s “situations." The students responded to “situations” and back up their claims with proof within the story, however; there was no real direction or specific question initiated by the teacher. Moreover, when students responded, they seemed as though they were conflicted with story details on whether the story was reliable versus unreliable narration. In addressing these dilemmas, the teacher could have employed the use of the annotating strategy. According to Reading Rockets, “annotating involves the teacher providing information to fill in any gaps in information, reasoning, and assumptions due to the author not

She was able to pronounce the words we reviewed beforehand while reading, as a result, she was able to still understand what was happening instead of stopping for me to fill in the word for her. I would have the student write down on her paper before hand the theme and then start drawing her image. I first had the student create the event and show the challenge, but I notieced that she focused only on the event and had difficulty finding the theme. Next time, I will first have the student find the theme and then find an event that presented a challenge. The next step would be to use the mental image strategy during the next unit on creating inferences. The student will be able to create an image to generate inferences that are not clearly stated in the

In the questions aligning with learning objective one my students struggle with explaining how character traits are found within a text. I will model this for the students and then will scaffold their written responses to prompts. I follow a predictable pattern in my lessons of activating prior knowledge and addressing misconceptions, teaching a mini-lesson, modeling for the students what I expect them to do independently including the criteria that they must include in their responses, partner practice, and then independent practice. Students use my model as a guide during independent practice. Students will start with composing post-it notes inferring character traits based on actions they encounter in lesson one, and I will collect exemplary post-its to review with the class before lesson two. I will explain why these post-its are good examples of thoughtful inferences that use the provided sentence starters, and how they address class-wide misconceptions. According to Vygotsky, part of developing student’s understanding within their Zone of Proximal Development is to provide an appropriate balance of scaffolding and challenge to promote higher level cognition. In lesson two I will provide a graphic organizer to scaffold written responses and guide students in providing explicit evidence and citations from their text

I have choose two focus students who reflect different learning needs and will have modified assessments. Focus student number one is a five year old child with a bilateral hearing loss, pulled out for individualized services. The child spends the majority of his time in a general education environment. He will benefit from being asked leading questions before he picks his category. This modification is being made for focus student one. Focus student two is a five year old child with a unilateral hearing loss and Down syndrome. The child is in an inclusive environment with a full time paraprofessional for a small part of the day and spends the remainder of time in a special education classroom. The child’s preferred method of communication

- According to the student, he has started a new class and he could not find where he could change the info that he has right now on his account.

The facilitator allowed students to work through three to four questions before going over them to check for their understanding. Students seemed reluctant to give their answers at first, which suggested they weren’t confident with their answers or too shy to contribute. However, after providing hints to some the questions, students were able to recall the correct answers and show some understanding of the concepy. On the other hand, some questions proved to be relatively difficult for the students, particularly the ADME section. The facilitator went over these questions a couple of times and used diagrams to reinforce their learning. Students were asked to explain back to the facilitator what they had learnt to ensure they had a clear understanding. By the end of the session it was clear that all the students had a greater knowledge and perception of the subjects covered in this

The students were following along and listening to the teacher read the novel. Students were respectful to their peers and teacher by listening and answering the question when called upon. Students were actively participating and seem to find the novel interesting. Students did not discuss the novel but just answered questions asked by the teacher. Next, students completed their literary elements chart in their writing journal

For this assignment, I had the pleasure of working with the same student I worked with for the first assignment. My student is in second grade and I well be referring to her as J.R. While working with J.R., I assessed her using four different assessments and I really got to understand her as a learner. This assignment was different from the first assignment because I was able to dig deeper into her literacy knowledge and I was able to identify many of her strengths and areas of need. I feel like I understand J.R. a lot better because I now know about her personally and educationally.

Initial thoughts: Ms. Rollison needs to understand that students behave differently which will require a different way to approach their behavior. In most cases, when a student is acting out it is due to something stressful they are experiencing. A young student does not communicate their wants and needs well, this causes them to express their emotion is not the best manner. When children need are not met they will misbehave more frequently. Therefore, Ms. Rollison will need to understand and have patience with the student because there is always a reason behind why the student is misbehaving.