Summary Of ' My Host Teacher '

Instructions: Review the outline to recall events and their relationships as presented in the chapter. Return to skim any sections that seem unfamiliar.

As the children engage in dramatic and imaginative play together, they are creating stories. These stories are then told to and transcribed by Paley (1990) and acted out on a pretend stage by the students in the class. Each student or storyteller in the eyes of Paley (1990), chooses classmates to perform the roles in his or her story, and each story is re-enacted at least once, if not multiple times. For example:

As well as the quality of spoken language that children hear on a day to day basis will have a vast impact on the grammar and language they use. Therefore teachers and all teaching staff should ensure they continue to develop children’s confidence when it comes to communication by developing the skills needed to explain their understanding this is also vital when it comes to understanding and explaining of books or other recourses. All children should have access to and be encouraged to develop their role in drama. Pupils should be able to adopt, create and sustain a range of roles, responding appropriately to others in role. They should have opportunities to improvise, devise and script drama for one another and a range of audiences, as well as to rehearse, refine, share and respond thoughtfully to drama and theatre

Jennifer asked the exploratory questions as review from the previous session; they were asked to refresh the student’s memory about the story. As for the guided questions, they were asked in order for the student to be able to form clear and concise topic sentences.

Reading the story without facial expression and body language lead to have a student feel bored and uninterested to listen to the story.

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

ask the “student”, an actor, questions that correlate to his memory of things they were to read to

We entered the room towards the middle of story time, but throughout the remanding reading I noticed a few things. During the reading, the teacher spoke in a monotone voice and had little facial changes. As a child, I remember getting read to and how exciting it was to hear the different voice octaves in the speaker’s voice as they told the story. When the character was saying something exciting her voice, tone, and facial expressions should have changed to represent that excitement. This animation would grab the child’s attention and further build the student’s interest in reading. Additionally, I noticed how half the students seemed to be into the book, eyes focused on the teacher and/or making comments about the book when they felt necessary. On the other hand the rest of the students seemed less focused with wondering eyes that seemed to frequently find us in the back of the room. I didn’t fine my observations during story time too telling because the students were still getting use to us being

When we ask the children to share their ideas orally using solid objects (teddies or animals), the teacher will be able to define their ideas and strategies. In addition, the children will have the opportunity to be involved in their learning process as part of their sense of agency.

1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description for teachers about the big ideas and key understanding that students should take away after completing this task.

For instance, although reading made it easier to comprehend the story, for I could read at my own pace, the written text did not do the characters or the music justice in depicting the intensity and true emotions (which drew me into the film) that ran throughout the story. As a result, I did not have as great of a response reading it, compared to watching the film. I did have to look up a few Chicano Spanish words, but for the most part, Valdez formulated his play in a way that a reader, unfamiliar with the language, could still follow the events of the story. I feel the reason Valdez intersperses Spanish and English together is to demonstrate to the audience that the languages, and ultimately the people, have the ability to commingle. For instance, in the first scene of the movie, Pachuco chants, “Como los pachucones down in L.A. Where huisas in their pompadours look real keen on the dance floor of the ballrooms donde bailan swing” and “He’s a man.

For Brianna, the key to understanding the content was outside of class. She recommends getting together with some classmates and "breaking up the material" into manageable pieces. She also noted that the amount of repetition from Dr. Karle was essential for memorizing information.

I find it more difficult when I am trying to tell a story in Spanish. Most of the time there is a word that I know in English but when I am trying to translate it to Spanish the word doesn’t come out as naturally. I have to think about the word in English and synonyms to come up with the word in Spanish that is relatively close.

Understanding cognition and how we learn is essential in the developmental stages of children. Not all students learn in the same way, understanding the cognitive process will assist in the development of the students. By modifying my approach when giving instructions I have noticed growth in current students that I am working with. Using concrete materials and giving the opportunity for students to be involved in hands-on activities on a daily basis, is essential in making new material meaningful to learners.. The knowledge gained from this topic has increased my understanding and is benefiting the children I am currently

As children, we absorb information and learn from experiences that mold us into who we are. Many individuals impact a child’s life, but the most powerful and influential role lies in a devoted teacher, a teacher provides growth to students as a gardener would to a garden of flowers. Each child can bloom into a thriving flower so long as you water their garden with optimism, love, patience, and guidance. Throughout my educational experiences I was lucky enough to have educators who poured their knowledge and optimism into me, and now I would like to reciprocate that back to students who are in the position I was once in. Balancing life and school is hard enough for a student, but a powerful and caring teacher can steer you in the right direction. In this autobiography you will read about my educational background, experiences that influenced my decision to become a teacher, and what I believe the role of a teacher should be in a student’s life.