Rommel Caparas Influence On Students

My PGEs have had direct and indirect impacts on student learning. As a Transition Coordinator, I was able to have a direct impact on my students through relationship and confidence building. These activities built a positive attendance pattern and created a love for learning, helping them immediately when the school year started. I had an indirect impact of (on) their future learning by educating their parents and sharing community resources with them. With my M.Ed. in TESOL and Bilingual Education, I had a direct impact on student learning using sheltered instruction strategies that allow my students to learn content as they build language. Through my participation on the Early Childhood Task Force, I have a huge indirect impact on student learning for every early childhood student in my district by establishing developmentally appropriate best practices for all classrooms. As a Title I Reading and Math Coach, I have an indirect impact on every student in my building (almost 1,000 students)! I am able to help teachers realize their full potential, which increases student engagement and learning in all areas.

In school everyone learns differently; however, according to the article The Myth of Learning Styles, “The idea of learning styles is based on a theory… developed in the early 1980’s.” (pg 1.) A lot has certainly changed from the 1980’s as we learn new more material in every class we take. With this being said, someone the scientists referred to in the article “assumed” that learning styles challenged the way of the educational system when in reality, it is simply a myth. Students, like myself, only prefer to process information that they find useful or interesting to him or her. Thus giving us the problems of that teachers may take too long to cover one idea, and students may miss out out on information because he or she did not prefer that learning style.

Mrs. Cedeño has always been an effective teacher and coach. Her preparedness in the classroom and in the gym has always been impeccable. Her attention to detail and dedication helps her students stay on track

Baker instills persistence into Holling, allowing him to exceed any limits or constraints put on him. In March, Holling learns that he is required to try out for the cross country team, but at this point, he is unaware of his talent. However, Mrs. Baker, being a medalist in running, teaches Holling to “run like Jesse Owens, who won four gold medals at the 1936 Olympics,” giving the reader as assumption that such a grand title would surely motivate Holling (Schmidt). Mrs. Baker taught Holling that running not only involves good form, but determination, and a willingness to push forward and strive. Preparing for a big meet, Holling was training vigorously to use technique, and to compete passionately, and “that night [he] ran like Jesse Owens through the dark March streets. Leaning forward. Arms and legs like pistons. Head straight and still. Hands loose. Breathing controlled” (Schmidt). Holling utilized what was taught to him and used it as motivation to push forward and exceed any limitation imposed on him. The limitations here are public opinions, or someone judging a person based on their appearance, intelligence, etc. Similarly, the eighth graders bullied Holling and the younger seventh graders which made them feel inferior and unable to be better than what they are, which with Mrs. Baker’s help, urges Holling to work harder, using what he learns from his teacher. Essentially, Mrs. Baker successfully teaches Holling to run like a champion, but

My name is Alauna Torres and I am a student in the eleventh grade at Inderkum. I work hard to maintain grades in the IB Diploma program and struggle, just as any other student does. Last year, I joined Inderkum’s first swim team in six years. After practicing everyday for two hours, I made a bond with many people on my team. As a team, we couldn 't wait to get out of school, huddle together in the atrium, share food, stories, jokes, and insecurities. We tried to get everyone involved, hoping they wouldn’t feel alone or unimportant. As peers around, our job can’t always be fulfilled if our teachers, staff, and coaches don’t do the same to their students.

While attending Harrison High, running enthusiast Philip Mallory runs into a major problem when attempting to join the school track team. Unfortunately his grade in English, the one class with the teacher that he truly can't stand, is not up to par with both the his track coach’s demands and the pressurizing gaze of his parents who just want Philip to go to college. Because of this grade, Philip is not allowed to join the track team, the only thing except math that he enjoys about school. Matters worsen when Philip’s homeroom is switched from a

Before this course I thought leader is someone who has a power and authority which can derive other people and manage their affairs. Also, leaders can make a decision about events and different situation. Moreover, leaders can solve a problem. Also, I thought leadership process is () process and only leader is responsible of succeed and fail. After this class and read all subjects my point view of leadership process has changed and developed. I thought leadership is the leader of country, but after this course I gained that leadership consist of lead a group, team, country, or organization. My understanding was that leadership is that followers help him/her to

It wasn't long after Hundert's position of headmasters could get challenged in a matter of time. Charles Ellebry was a newly hired Latin teacher while Mr. Hundert was a history teacher. They had a competitive relationship but still, Hundert mentored Ellebry along the way, helping him secure the spot of the chair of humanities. Ellebry mainly gest comfortable and talk wholly about how old Mr. Hundert is to become headmaster and successfully becomes headmaster himself.

Johnny Weissmuller had many troubles in his early life which helped him swim and be the person he was. At age nine Weissmuller contracted the disease polio. His doctor recommended that he should learn how to swim to help keep him healthy and active. Soon after, he joined the YMCA swim team and started his career as a swimmer. He attended college only for a while, then dropped out to work numerous jobs. At one job he was working as a elevator operator at a hotel, he met one of his past swim coaches that coached him to two championship wins. At this time Weissmuller was not swimming, but his past swim coach, and friend, convinced him back into swimming. Soon after this, Weissmuller was winning again and again.

Having a coach will help your persevere life’s most difficult challenges. The inspiring theme of The Cuban Swimmer is the perseverance of Margarita Suarez as she swims from San Pedro to Catalina island. The source of her perseverance comes from her father, Eduardo. Margarita’s inspirational source is a integral part of the play, without it she wouldn’t have won the race and the play would have been undeniably hopeless. If it hadn’t had been for her perseverance she wouldn’t have overcome the challenge she faced during the turning point of the play.

Discussion of One Question: How does the student’s exceptionality affect his or her learning and/or behavior? Include descriptions of strengths, interests, and talents as well as those areas that pose a challenge to the student. (K ’s) exceptionality hasn’t change, who, he is as a student or individual. He 's just like most of our student’s who is struggling to learn grade level material and being a ESL (English Second Language) student has challenged his ability to translate comprehension between the two languages. As I stated before (K) has an (IEP) to help give him strategies to comprehend core academics. (K) express confusion and he doesn’t understand why some subjects are easy for him and others are more difficult. He is a great reader and (K) can answer most single direction question about a math problem; however, if the problem is asking him to set- up a multi-digit mathematical problem. He tends to have a more difficult time setting up mathematical problem with the correct math operation.One of (K) many strengths is his ability to read with fluency. He always will to help his fellow classmates on math problems that are easy for him to solve. His academic strength lies in math, even though, he struggles with higher math functions/problems. (K) has been place in advance band by his band director, due to his dedication in playing different instruments. (K) is also an extra helper for the band teacher due to his dedication to music. He loves to play soccer, basketball,

Charles L Reason was born on July 21,1818 in New York City. His parents, Michiel and Elizabeth Reason, were immigrants from Haiti who arrived in the United States shortly after the Haitian Revolution of 1793.

I examined five areas of Cambourne’s Conditions of Learning in the language arts block in the kindergarten classroom that I am in for my placement. The areas consisted of immersion, demonstration, engagement, expectation, and responsibility. There are 24 students in the classroom. The language arts block is directly after recess and right before lunch. The student I chose to do this study on is a 6-year-old girl named Laney who is very smart and always wants to learn more. The purpose of this study was to help me recognize techniques that ensure full engagement of students so I will be able to implement them in the future with my own students.

Teaching with purpose to have a desired outcome is one perspective to examine Dr. Robert Marzano’s book The Art and Science of Teaching. The instructional situation that I am familiar with is elementary. As I examine Marzano’s ten instructional design questions, that represent a logical planning sequence for effective instructional design, I will use elementary lenses.

In this story the author tells us about a girl named Sylvia, the narrator, who lives in a very low income family. A place where school is not a priority. A place where it is more important to be strong and hard, than to read a book. This was the thought anyway, before Miss. Moore moved in. She was a school teacher who took it upon herself to teach the neighborhood kids. On one summer afternoon in particular she was going to take the kids into town on a field trip. The kids are not at all happy about this because they know it is summer break and they are not supposed to be in school in the summer. They would rather be at the pool playin’, but Miss. Moore knows that if these kids want a chance at a better life,