SPEDE 778 Week 4 Reflection

What effect did your teaching strategies have in terms of promoting student learning and keeping your students meaningfully engaged? (APS 5.A–C)

1. Whole Group learning will be utilized to meet objective 1. The educator will introduce the first set of 10 Sight Word cards that will be utilized as a part of the lesson plan. The educator will display the word cards to the students and indicating every individual letter and afterward saying the word resoundingly. The words will be used in a sentence and the educator will have the students repeat the word back numerous times to ensure the word is said correctly. The educator will the read a story consolidating the 10 Sight Words learned. hole group learning takes into account adaptable time allotment, same material, engaged students and enables the educator to model the lesson plan appropriately.

I used different behaviour management and engagement strategies throughout the lessons taught (artefact 4) to promote student participation (standards 4.1 and 4.3). The 10 micro-skills for classroom

The teaching assistant can have one to one sessions with a pupil, getting them to read certain passages aloud from a story and then getting them to repeat the passage, this will help with word recognition, and their speed and accuracy will improve the more they are

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

I am concern about Krista Cain’s ability to complete the COS 121 5H01 class successfully. I reported she did not have a workbook, which was required for the course; however, she stated that she had purchased an electronic copy of the workbook. I gave all the students a copy of the first chapter, including her with the understanding that they had to have all their supplies by the September 11 to continue in the program. I made Krista a copy of the next chapter workbook; however, she did not turn in the assignment. There has been three tests given and her grades are as following: 84, 79, 76. I give the students time during class to complete all their assignments; therefore, I do not assign them any homework. They receive

Mrs. Nappier had me work with one student in her reading SIT group. He was having a hard time following along with the rest of the group. I had him practice writing his word family words. I told him an ending and he put different onsets onto the beginning to make new words. He did a good job working with me. I think having the one on one time helped him focus on the task given to him.

One aspect of my lesson that I felt went well in the implementation of my lesson was the information being grasped by the learners. Before I began my lesson, I asked the learners some questions about the fun phonics letter. I started off by asking the children if they knew what the fun phonic letter for the week was, then I asked them to tell me some words that begins with the letter “Dd”. Next, I read a story called “Harry the dirty dog”. Throughout the story I asked some questions to keep the learners engaged. I asked them questions like “what words that begins with the letter “Dd” did you hear?” I can tell they were engaged because their answers were never off topic. The learners were so excited about the end result of their letter “Dd”

After this, the students talked to each other and they decided that they enjoy it when the teacher reads to them. The teacher read the book and the students followed along with the reading. When the teacher finished reading, she asked various questions that the students had to answer. The students, had to discuss the question and the answer with their group members. The teacher, asked each group to give their answer and, all the students participated in the activity. They had a good teacher and student relationship. The students respected the teacher and she did an awesome job with the lesson. The teacher, talked to us and, explained that when she creates her lessons she tries her best to incorporate group work and class discussions. Her goal is, that her students are engage in the lesson that she created.

At the end of the first week the teacher asked for a volunteer to pick up the register from the office on arriving at school and take it back to the office after the register had been taken for the day, and the girl put her hand up. The teacher gave her the responsibility hoping that it would help her overcome her anxiety regarding starting the day if she had a job to focus on. Unfortunately it did not work; the extra responsibility was no help at all.

Describe fully what happened when you tried to engage the children’s interest during the activity time? When the children first came to me I didn’t have any problem engaging them in the lesson. They were excited to do an activity that was new and on a topic that they don’t normally do during centers. The students like the game nature of the lesson. They didn’t necessary realize that they were learning while completing the center. The problem came with some of the children that have a harder time with self-control. They had a time waiting for their turn without goofing off. Also the children were the lesson wasn’t just not developmental appropriate had a hard time focusing.

I cannot believe we are already ending Week 3! This course is flying by, and the knowledge I am learning is a lot from what I stepped into the course knowing. Before this week I was not aware of the amount of people without access to the internet. This stuck out a lot to me that something like the internet which is often taken for granted is limited in some countries. I get frustrated when it’s moving slow or not giving me the answer I was looking for, while some people have never had the luxury of using it. A statistic that shocked me was from the article, A Cell Phone Surge Among World’s Poor where it states “less than one percent of the people in Haiti have access to a landline.” That is something as simple as a house phone that they don’t

They can also help motivate student’s desire to learn by being engaged with both the content and students themselves.

That was something I’d done differently from one lesson to another. Within that lesson, though, I realized that students needed more time to write because they were asked to come up with examples to help them with a future assignment. I adjusted my plan, taking out a later activity that I’d considered, and allowed them to spend the time writing and asking questions. They had more questions about these words than I expected, especially one of the Hispanic students. I made sure to address those and I also tried to give them examples of my own to help them remember the words and accurately understand the ideas each portrayed. The changes I made for this lesson helped each of the students to understand the words individually and to be engaged. It gave them time to ask questions too so that their concerns weren’t overlooked. Keeping track of student learning all together can be hard, but is central to actually teaching rather than just relaying information. Teachers also need to be flexible in their teaching to give students the time and attention they need.

My observations has taught me the importance of engaging students. I am now able to recognize when a student is not engaged. They seem distracted and are not paying attention to what the teacher is saying. Whereas an engaged student is alert, discussing the material, and asking questions