Student Number Recognition

Students did not receive marks for the informal assessment throughout the unit, however it was referenced in the feedback provided to students. Student input through discussion, examples, and participation should never go unnoticed, however that is an area difficult and subjective to grading. There is no data to support participation, yet it is greatly appreciated and individually celebrated with the students. Throughout the unit I would encourage students to try their best, acknowledge that their efforts did not go unnoticed, and provided written feedback for guidance. To all the students who received this type of support showed growth in varying areas. Students were not seeking my approval at each step, began to have faith in their own abilities, and produced products they were proud to put their names on. A little encouragement went a long way in showing growth for all the students throughout the unit.

All groups would meet three times a week, so we would meet every other day to work on the required skills. I broke my level one students up into two different groups. Group 1 consists of student 1, student 6, student 15, student 20, and student 23 while group 2 consists of student 9, student 17, student 22, and student 25. All of group 1 students scored a ninety percentile or higher in reading comprehension (RC) so I put these students together so I can provide them with more challenging strategies and higher-level skilled work in order to help them continue to grow academically. Some of the strategies I would use with these students during small group instruction would be using context clues to, learning new affixes, and root words to help students read and understand unfamiliar words. I would also work with these students on different grade appropriate text structures, text features, summarizing, and main idea to build reading comprehension skills. While my group 2 students are still overall, high leveled students they scored below the ninetieth percentile but above the eighty-fourth percentile. These students would also receive many of the same instructional strategies that would challenge them, but also help build upon their existing skills in reading comprehension, vocabulary, and reasoning

Anderson first year of teaching she should understand that students regardless if they have any disabilities or diagnosed are filled with an array of personalities and Howard is no expectation from his peers. It’s vital that she start and end every day with commendation for all students. Ms. Anderson needs to provide a period for customary meeting with the Howard to strengthen and survey behavioral and scholastic advancement. When, she starts to build solid routines for checking advance, for example, conduct outlines or charts that portray progress moving in the direction of an objective. It will provide open doors for Howard to share or illustrate their uncommon aptitudes to cohorts. Communicate is key with any educator so Ms. Anderson should consider to phrase composed remarks in a positive way by starting off simply by giving students basic errands and progress to the more perplexing (North Branford Schools, 2004). Avoid approaching the any student when they seem heedless. Utilization of favored interests, which are every now and again turned, as reinforces for proper conduct and evacuation of reinforces for wrong conduct. Students have their own one of kind hobbies and as educators we can utilize this further bolstering our good fortune as methods for fortification (Hudec, 2015). On the off chance that there is a computer in the classroom that is specifically noteworthy to a kid showing ADHD practices, computer time can be utilized as fortification

To start, smaller and more frequent breaks would improve student-teacher interaction. The schedule for majority of successful year-round schools use is forty-five days of school followed by a fifteen day break. Therefore students and teachers won't get "burned out" or bored throughout the school year.

Instructional Context: The group consisted of 6 students, ranging in age from 14-17. All 6 students were Caucasian females. Of the group members, 3 were in 9th grade, 2 were in 10th, and 1 was in 12th grade. To accurately represent my large urban, comprehensive high school student population, the group members ranged from 2 students (one 10th and one 12th grader) identified as Academically and Intellectually Gifted (AIG), one 9th grader who receives accommodations under a Section 504 Plan for a diagnosed anxiety disorder, and 3 considered regular education. I assessed the range of academic abilities by reviewing group members’ historical grades, test scores, schedules, attendance, and 504 plans when applicable. Based on my own interactions with students, teachers, colleagues, and parents, I have seen an increase in stress related mental health diagnosis impacting students’ ability to be successful in

During this assessment, I learned that the student had more errors that were structural or visual. Some of the errors were the result of the student adding letters

Posted on the walls was a schedule which laid out about how much time should be spent on each subject so that each tutor would have an ample amount of time to cover each one every day. The students’ homework also had to be done in one of these time slots. I would start each tutoring period by laying out the four books that were in the box for that day. This caused less arguing over who was going to get which book. After this, the students were instructed to write a short paragraph on the book that they read and then draw an illustration about the book. After this, students would complete their homework. Next, we would work on math. Lastly, we worked on science and social studies. I found the key to making these tasks work was to make the activities something that the children wanted to do as opposed to something they were being forced to do. For example, I was having a hard time getting one of my children to practice sight words. He always preferred to play tic tac toe instead. In order to combat this, I made a tic tac toe board in which the students picked a sight word instead of X or O and in order to win once they got three in a row, they had to recite the word to me, spell it without looking, and then tell me what the word meant. This was so successful among the children. Much emphasis was put onto the subjects of science

Response to Intervention was created to intercept the struggling performance of student at the risk of academic and/or behavioral failure. Through early detection of specific skills deficiencies, students are identified and immediate assessments are administered. Diagnosis of these deficient skills allows teachers to structure instruction to meet the specific needs of students. Strategic plans are developed to target skills deficiency and an alternative instructional plan is created.

Goal 1: To Use data to differentiate instructions and as an indicator of students growth.

In the module for week two there were several ideas that you can implement in your classroom. For instance you could try the walk and talk discussion strategy. This strategy simply means that the students read a selected piece of literature and have a small-group discussion about teacher-created topics posted around the room. The resources/idea for this strategy includes identifying main ideas and develop 4-5 questions pertaining to the ideas. Afterword’s you type up questions to be printed out and placed around the room. You then should secure large sheets of butcher paper or whiteboard space for the students to write down the groups’ ideas, once this task is completed make sure you have supplied each group with dry erase or regular felt tip pens.

The authors noted in their article that their past and current experiences have included children struggling with the concept of counting. When working with students, the authors

The principal will monitor this implementation by conducting clinical observations of the teachers beginning with the sixth grade in year one and continuing with seventh and eighth grade teachers over the next two years. The principal will be able to provide immediate feedback based upon the clinical observations, however, the complete monitoring of this process will take some time because the effects of the new programs and resource allocations will not be realized until some additional data has been collected. Once the new standardized testing data has been collected and analyzed after year one, then the areas of deficiency will be evident and appropriate improvements can be made to the programs implementation in the

Thorton, Pelter, and Perreault (2004), explain this in relation to student achievements and how; the concept of, behavior grows better before it grows worse; is all too common within our education system. Many school improvement plans address symptoms, but fail to correct the

Spelling: I was able to observe Nick’s spelling growth over the course of my 8 week experience. My mentor teacher did not administer class spelling tests, because the students are at various positions in the spelling module. Instead, Nick and four other classmates are taken to the back table of the classroom (shown in the diagram in Appendix A) to complete spelling work on their whiteboards. The group that Nick is in is known as the advanced students in the class, and they get spelling words that are in the 3rd grade curriculum. Because the work is completed on whiteboards and then erased, I do not have any record of Nick’s spelling scores.

The excitement phase is over and I am facing the reality of the life of teacher. I must submit the lesson plan every Thursday to Math/Science department director. I need to have a quiz or test every week for assessing students. For this reason, I need to grade one hundred twenty students’ quiz or test. On top of that preparing daily lesson for three different classes is difficult daily task to do. The stress piles up and it reaches to the peak. Lastly, the winter basketball season is over for students. It means June returned to the old June that shows careless behavior toward academic. He started to not do his homework and keep falling into asleep during my lesson. One day during my lesson, students were assigned to do in class group