This video segment occurs in a self-contained special education classroom with two children Alec a 9-year-old boy with autism and Tami who will be assisting the teacher. Alec has difficulty with displaying appropriate behavior with his peers. He previously greeted a student by kissing them and he greeted another child by saying, “You are a little boy” which hurt the other child’s feelings. The teacher’s goal for Alex is to teach him socially appropriate ways to communicate with other students and also how to respect their boundaries and personal space. What were your reactions? The teacher cared about the well-being of her students by choosing a learning activity that was entertaining and fun for Alec and Tami. By choosing Alec’s friend Tami …show more content…
I may have to prepare lessons for ESL learners which require a different approach than teaching native English speaking students. My lesson plan will require using more visual cues, scaffolding, and verbal prompts. The teacher provided practical tips for teaching ESL learners in a special education classroom. She mentioned how using multiple senses aids in retention and she also mentions how scaffolding orthography provides visual cues to signal accurate pronunciation.
This video takes place in a public high school AP studio Art class with a heterogeneous grouping of students with diverse artistic ability. In the video the teacher is demonstrating printmaking and how to create a Plexiglas engraving. Once the teacher demonstrates the proper techniques for printmaking and engraving she allows the students to then create their own artwork. The teacher walks about the room providing feedback for the students and asking them questions. As the teacher poses targeted questions and provides constructive criticism the students are able to reflect on their work and make improvements as needed. What were your reactions? The teacher provided practical tips; enabling students to examine proper procedures and techniques to incorporate and enhance their artwork. She provided an excellent analysis of each student’s project, which allowed them to assess their own artwork. Providing effective and positive criticism to each student contributes
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The teacher was effective in eliminating classroom disruptions. When two students entered the class late the teacher directed them to please take a seat. She briefly redirected the two students without embarrassing them or taking a great deal of time away from instruction.
What didn’t work or was ineffective? The only thing that was ineffective was the fact that the teacher did not involve her students more at the beginning of class while discussing printmaking and Plexiglas engraving strategies. She asked one question about the G.I. Bill, however, by engaging her students she could have inspired them to interact more with each other thereby increasing their motivation and self-awareness overall.
What would you have done differently? I would have attempted to engage the students more by posing more targeted questions about the art project during my demonstration. I would provide more opportunities for the students to discuss Plexiglas engraving and printmaking prior to attempting the
b. The second thing I would liked to have seen done differently would be to have less pdf lessons and more auditory and interactive lessons. There were some lessons that had links and audio but the majority of them didn’t work. Sometimes when I’m reading a lot of new information at once (especially on a computer) I can just be reading words and not actually learning anything at all. Because of this I had to go back and read lessons multiple times (especially in unit 2).
Through completing this activity, I learned more than I have with any other activity I have done thus far while earning my Education Specialist degree. I had to observe a teacher and provide constructive feedback using the Framework for Teaching. This observation included a pre-conference where the teacher told me what she wanted me to pay particular attention to. It required that I observe in real-time, rather than simply using a video where I can pause frequently. I then had to analyze the data I collected during the observation, in order to determine strengths and areas for improvement that I shared during the post-conference. The teacher was a master teacher and thought the lesson went very well. She was shocked when I had some ideas for how to improve her instruction. I mentioned that students seemed fidgety, and she could incorporate more cooperative structures to get students more active in their learning. I also thought she needed cooperative roles for students when they completed their group work, that way everyone was accountable for the work.
I was not able to see on LiveText the evaluation that Mrs. Heckman provided despite the email saying that I could go in and see it. However, her comments were that my lesson plan was really good and that the students were fully engaged in my lesson. She stated that the students’ reaction to the book Hop on Pop by Dr. Seuss showed that the text that I chose for this lesson was spot on with their interest even though my small group included a variety of different academic levels. Mrs. Heckman told me that I did a good job trying to prompt the students when asking questions that they were not able to come up with answers to (this only happened two-three times). Overall, she instructed me that I did a good job implementing the state standards
“I don’t think of myself as an artist, I really don’t. I think i’m more of a facilitator, I think I’m more of a guide, a coach. I give you machines, I introduce you to tools on the machine, and I give you opportunities to do things with what you know about that machine. That’s my gig. That’s my job.” He would state passionately, his voice stern while retaining a calm undertone. Mr. David Holicky isn’t a teacher, he’s a coach teaching students who have grew accustomed to being taught what to do from Step A to Z, letting their artistic skill be their guide rather than showcasing what it would look like. Each of the 42 students, split evenly between Holicky and Sellers feel the comforting vibe the room brings. It’s different than a normal room some have grown use to, Metallica and AC DC along the walls with
Disability (dis-uh-bil-i-tee): A disability defines who you are, how society sees you, and what everyday life consists of. In Jordan, a disability segregates and forces students to function outside of normal Jordanian life. A disability in Jordan gives teachers an unspoken right to abuse students mentally, physically, and emotionally. In 2011, BBC went undercover to Jordanian schools for students that were handicapped with disabilities and forced to go to separate schools; the Jordanian government promised to take action and fix the corrupt system and treatment. Action has yet to be taken. In 2013, I traveled to Amman, Jordan to meet with fifty other fourteen year olds to discuss humans rights, focusing specifically on disabled rights.
It is evident that she has accomplished effective differentiation techniques, and I believe her willingness to expand her knowledge of students outside of the classroom assists her with her daily scaffolding. I truly liked the idea of providing each student with choices to simple tasks, such as how they leave the classroom, and believe this could prove to be a beneficial tool in my classroom. Children respond well when provided opportunities that allow them to feel they have a voice. I want my students to feel important and safe in my classroom. Accounting for the emotional and social aspect of learning plays a big role in the success of a
For special needs students, disabilities can impact the learning environment, for both the special needs students and non-special needs students. Different accommodations and modifications can be made to meet the needs of both learners. On the other hand, certain methods should be avoided when working with special needs students. In FAT (Frustration Anxiety Tension) City, the “teacher” of the group discusses different approaches to these integrated classes. Additionally, the “students” portray different characteristics of learning disabilities in the video.
In life there are those people who have their burdens to carry; while some burdens may be heavier or tougher to carry they make the best of it. When someone has to live with a disability it can shape and mold their life, as well as it can have a negative or positive impact on how they view. As for Marvin and Jack, they make the best of life while dealing with their shortcomings; they try to focus on the positive aspects of life. From their determination, we can see that people with disabilities are capable of being contributing members to their families and communities.
It seemed that the students were not challenged enough and were getting bored in parts of the video. During the time when she split the students into groups she could have rotated around the room to make sure every student was on task instead she tended to stay in one area of the room. I also noticed that she didn’t give positive reinforcement throughout her lesson. I think if the lesson was more challenging, she would have seen more students having trouble doing the lesson; but, in this case, all the students had no trouble. I think she should have had some “one on one” time or “group one on one” time with students to make sure every student was doing the elements correctly, and she could of used one of the assessment tools to help with this. As stated earlier, I prefer the check list because it is simple and effective. One other thing I think she could have done is during the transition from one part of the lesson to another she could have stopped the class, gone over the lesson again, and had a student demonstrate the lesson too. This is just my
In general, how successful was your lesson? Did students learn what you intended for them to learn?
ThWhen I came back for my second day of observing he got his quiz back receiving a 86% on this quiz. The look in his eyes that was unreal, he felt so accomplished and thanked Mr. Delaney for helping him stay positive.
Some of the student’s behavior could have improved. With this week being the last week of school before thanksgiving break, the students were having a hard time keeping their behavior in check.
Thank you for calling me down to guidance, and for listening to my concerns. Since I was crying, the information in my brain was very unorganized. With this being said, I realized that I have missed the chance to explain everything that I wished to say. Therefore, I would like to write all my thoughts down to clear up some unnecessary misunderstandings. At no time did I ever compare Mr. Combs to any of my teacher. By no means have I ever tried to criticize or embarrass Mr. Combs. Yet, when it reaches the point where I feel like I wasted a whole year of school with a teacher and that I did not gain any necessary knowledge; I do not want to be a coward like I was before; I want to make sure that someone is aware of what is going on. Nonetheless, when you asked me about what the other students thought about Mr. Combs; I do not have the right to speak for the other students. However, in my eyes, I view his class as such:
1. What went well today? Provide 3 specific examples of children’s actions/comments that occurred during self-selected activities. What evidence do you have for your conclusion? DO NOT use the words, “loved, liked, enjoyed;” rather describe the evidence of children’s reactions to the learning experience.
I chose to observe Mrs. Tijerina for my classroom observation. There are many reasons why I decided to observe Mrs. Tijerina. I elected to observe Mrs. Tijerina so I could see another teacher’s perspective on teaching Spanish, as she and Mrs. Fiechter are the only Spanish teachers in the school. Furthermore, I never had Mrs. Tijerina for Spanish 2, as the teacher I had left Adams Central. Additionally within the hour I was observing, there were many sophomore students that I knew personally so I was able to ask them on their options of the class. Finally, Mrs. Tijerina’s goal was to teach in a similar way to Mrs. Fiechter’s teaching, and by observing her I was able to compare and contrast the two