Safe Welding Bedroom Observation

This increase in understanding in the class room and overall school system can be achieved through the implementation of several programs created that target students as well as programs for instructors as well as adding informational posters throughout the school (Weisman et al., 2016, p. 710).

Ebony, a university student, finds herself in two classes, each with their own unique atmosphere. Interpersonal Communication comes first and is taught by Professor Gardner, who has been teaching for 20 years. Organizational Communication is her second class, taught by Professor Morgan, who is younger than Professor Gardner. Each professor has a different style of teaching and opinion on how students learn most efficiently. Professor Gardner sets out his expectations, rules of conduct, and strict no-technology policy on the first day of class; he values structure and consistency for his students. Professor Morgan does not present rules for her class; she does not mind if students come in late or leave early, and appreciates the use of technology for the purpose of adapting the learning environment for each student. Professor Morgan values freedom and self-responsibility for her students. Ebony loves Interpersonal Communication, and notices that the students, when provided with structure, tend to thrive, communicate freely, and connect with other students right away. There is a lot of laughter involved, and most everyone knows each other’s names. In Organizational Communication, however, Ebony feels lost and out of touch with the path of the class. She finds that the spontaneity of Professor Morgan is more confusing than helpful; Ebony senses the disconnect between students, as most of them do not know each other’s names. Professor

The best part of this technique is when the learner reflects another question back to the class and the teacher. This is a demonstration of the learner processing the information and thinking ahead and probing for more information.

They require a variety of supports, such as homework assistance, as they progress through the school curriculum. A large number of students in the classroom are Polish and they come from upper class families. The physical arrangement of the room is similar to a traditional classroom, but instead of single desks she uses rows to foster collaboration between students. For instance, the teacher has her desk to the right of the room with two steps of separation from the students. There are six rows in total containing three seats in each row. The space allows the teacher to walk freely throughout the classroom and give each student individualized attention. In addition, the general education teacher makes sure to label folders, books and testing material with student names. There are two additional assistant teachers in the classroom including myself. We provide assistance to the general education teacher on different days, but work collaboratively when

The desks are in centers, that the teacher has carefully crafted to promote the most qualitative experience for her students. Mrs. Paul says that she must study and understand her students' behaviors so that she knows where to sit each student. Having the room sectioned up in centers gives the teacher the opportunity to see how all of her students work. Mrs. Paul walked around the classroom and organized her monitoring by center, which allowed her to get to every student. In my future classroom I would like to keep the desks in centers not only to facilitate my assessment and communication with students, but because by being close to each other the students could rely on each other and form trusting

Amid this lesson, students will be set in pre-composed gatherings of two. The grouping will be based on the student's pre-test score. The thought is to put a high scoring student with a low scoring student, and together they will work cooperatively. My justification for putting students in this design is very basic. The student who didn't score as well on the pre-test will get assistance from their peer who did. The pair will read and finish their specific role over Franklin Roosevelt's March 9, 1937 Fireside Chat about reorganizing the Supreme Court. The student who scored higher on the pre-test will provide research of the document and read it so everyone can hear. While the student who scored lower on the pre-test will represent what is

The atmosphere was more silent than downstairs. However, unlike the upstairs, the downstairs students looked more freely talked with their friends and received help from them when they were stuck on particular problems. In the Remsen hall, I observed students in my lecture and lab class. Since the lecture is a huge class, many students tried to sit beside their friends. However, the students who sat by themselves tended to have seats in row at the back of the classroom. After the class started, a lot of students typed the important thing on the slides by their laptop. Some of them took pictures of the slides using their phone. In the lab class, students tended to have more interaction with each other even though the experiment was conducted separately since the class is much smaller than the lecture. They easily talked to other students about the experiment and moreover they tried to help each other to complete the lab procedure correctly. After the lab class, I also looked around the chemistry office. There was a person who came to declare her major and another person who submitted the late lab report.

In the education world of today, it is understood that one can only be effective in teaching by taking into consideration the different learning styles of students. In a classroom, it is expected that teachers would want their students to acquire a meaningful knowledge base, become proficient problem solvers and learn how to work productively with others (Biehler and Snowman, 2006, p. 370). If this is the case, teachers need to know how to be able to develop this situation in the classroom and make it more conducive to learning. Therefore, it would seem that they need to encourage students to converse with each other with group discussions and assignments, to make sure they are active in

The team from Mizera’s Steamway in Kenai, AK, knows that spring is the busiest time of year for mold remediation and carpet cleaning services. As the weather gets warmer and the last frost disappears, homeowners begin to turn their attention to the water damage their home’s have incurred during the winter.

On the second day, she reviewed talking and movement procedures and demonstrated to the students. She explained her expectations and noise level, which

Students are placed in the responsibility of their own learning and understanding while the teachers encourage students to be more independent and more exploratory. The teachers will foster a sense of autonomy in the learning process as they act as a source of experiences. In addition, as the students watch their teacher makes mistakes, they will learn those failures are part of the learning process. The students will soon realize that mistakes are natural in life and it will serve as stepping stones to

Mrs. Lawrence had her students’ desks arranged in three rows of grouped tables. The first row is composed of eight tables and chairs, second row is composed of nine tables and chairs, the third row is composed of eleven tables and chairs, and one table is leaned up against the teacher’s desk.

The first stragtey to discuss is her use of effective groupings arrangements. For instance, students are part of a whole group lesson, small group, cooperative activity, and partner work. First, Ms. Sullivan starts the lesson with the whole group seated on the carpet. This is when she introduces both the content and language objectives, discusses the target vocabulary, and explicitly reviews the lesson targets using visuals and modeling. Next, students work in partner groups using a “think, pair, share” strategy. To illustrate, students work together in partner work to discuss how they solve problems. At the end of the lesson, students also work collaboratively in a small group to complete a graphic organizer to reflect on what they learned. These grouping strategies are supported by Lev Vygotsky’s Constructivism theory. According to Vygotsky, discourse and interaction are channels for learning

In the classroom where formal learning takes place, learners are engaged in a lot of listening and speaking activities. The quality of listening and speaking activities affects the quality of learners’ communication competence. This somehow affects succeeding tasks that are dependent on the speaking and listening skills. A teacher may favor more activities on reading, writing and listening skills to reduce the classroom noise but it is equally vital to provide speaking activities as the development of the speaking skill is invaluable in the everyday interactions with people and eventually in the workplace.

An additional way that educators can make the class stimulating while maintaining student interest is to include voice fluctuations and floor coverage in their lectures. We have all experienced those teachers who never change their voice or their position on the floor during the course of an hour. These monotone voices and stand still positions are almost hypnotizing; students get sluggish and drop curiosity fast. My ideal teacher would use their voice to expand and carry on the students’ attention for the whole hour.