Teaching 10th Grade Analysis

The following evidence is a student's Semester Two Report. The report demonstrations that I involve parents and carers in their children’s learning (3.7.2). The report is contextualized as comments and grades provide parents and carers with an insight on their child’s strengths, while also suggesting areas for improvement. This allows parents, carers and teachers to work together to assist the student’s future development (3.7.2). Each semester report is accompanied by a parent-teacher interview. This facilitates face to face interaction and establishes further opportunities for parents and carers to be involved in their children’s learning (3.7.2).

A general population third grade class was observed to further understand the psychological aspect of teaching. The Title I school classroom observed has sixteen students, eight girls and eight boys, and is almost entirely made up of students from a low socioeconomic status (SES). The desks are arranged with one big horseshoe and two rows of desks inside the horseshoe shape. The teacher has made adjustments to seating assignments and layout due to student behavior and feedback. The class is made up with students eight to nine years old with two students repeating the third grade. Snowman and McCown (2012) highlight that students in this class would be in Erikson’s fourth stage of psychosocial development, industry

Preparing to teach young children is an intense process, Tal agrees when he says “Leading the classroom proactively while remaining alert to various people, behaviors, and others factors necessitates thoughtful and complex planning” (145).

I think this book gives us the opportunity to reflect on our roles in our students’ lives, as a general classroom teacher and how we can best help our students develop into active learners and well-adjusted adults. Paley also made us think about how children’s story and classroom community play a significant role in helping children learn about themselves and

Promoting confidence that every child can improve will see the child gain satisfaction on their own progress and will give them a sense that they can continue to improve, a teacher or TA can do this by giving

A child's development affects how they learn. All children don't fit the norms of development but not all children should be looked down on because of this. The development of the body and mind leads to the development of skills a child learns in life. Teachers need to help the child expand their skills and the knowledge to do the skills well.

Learners learn in different ways, and teachers teach differently. For a long time I’ve been used to a lesson, a worksheet, and a quiz to end end the unit. Being put in Mrs. Meeks class was different and something that I had to get used to, and still am getting used to. Daily Evaluations and book reviews have taught me about responsibility, and have made me think deeper than I was before when reading and writing.

Carol S. Dweck believes that there is a secret to raising a smart child, having a growth mind-set. Believing this she said not to boost your kids’ confidence or praise them for their good work else it would lower their ability to work harder or get bored of what they are learning because the student thinks they know it all. Though she ran an abundance of trails trying to state whether this was true or not. Dweck labeled two different kind of learners, helpless and mastery. Each person as a different way of learning; helpless believe that they are not in control of their own learning, mastery believe that only you are in control and that you grow in intellectual skills. The mind-set of these learners affect their problem solving abilities,

Looking back, my friends and I sometimes discuss how dramatic we were in high school. It was as if the entire world was against us. Now, I actually know there is a biological link as to why teenagers feel that way. The documentary “Inside the Teenage Brain” mentions that teenager’s prefrontal cortex is going through an unexpected growth spurt and there is a thickening of gray matter. This part of the brain has a lot to do with thinking which can give us some insight as too what’s going on with teens.

The students’ brains are still growing, and they are absorbing everything around them. What are they absorbing? In the present day classroom, children have been absorbing how dull school has become. This has created apathy earlier than ever before in the classrooms. Teachers have been complaining about how the excitement of learning has been taken out of the classroom with the students’ interest and creativity. In an article that was authored by Valerie Strauss, she stated, “We became elementary school teachers because we wanted to help foster a love of learning. We teach our students that reading can bring joy and that math is magical. However, that message is nullified when we start to prepare our students for standardized tests. We tell our students that they can no longer talk with their friends to puzzle out a math solution, or consult the word wall to help them understand unfamiliar words. We tell our students that they need to read quickly because on testing days they will have a mere 75 minutes to read two or three stories, answer multiple choice questions and write an essay. As we completely undermine what we have spent so much time building, our students begin to lose their passion for reading and math. If we extinguish the passion to learn at such a young age, how are we preparing them for “college and careers?” With this downfall of education, our country will fall due to the lack of interest

Most of open-ended materials are displayed at children’s eyes level, and they have freedom to choose which materials they would like to work on. As an early childhood educator, my role is to support, encourage, and promote their interest in learning through playing. I also supervise to make sure children are in safe while exploring with materials. Children in my classroom are the center of the classroom, and I will be flexibility to follow the children’s lead. Therefore, personally I notice emergent curriculum will help preschoolers to reach several stages in the Erik Ericson’s Psychosocial Development because it will help children to develop a sense of autonomy because they can independently choose which materials and activities that they want to work on. Curriculum are based on their interest, so they will actively participate that will help children to gain a sense of initiative and identity because they can express freely their curiosity, interest as well as creativity while trying out different activities. In addition, children also have opportunities for physical, intellectual, social and emotion accomplishment because they are the center in the classroom. Moreover, emergent curriculum also help children to learn through playing, and children are freely to explore different ways with hand-on materials that will promote a sense of industry. Based on my experience working in several play-based, I would like to refer emergent curriculum to academic programs because it fosters many aspects and domain in children’s development, especially social emotional development is one of the foundations for children’s later

These are important grades as student begin to separate from kindergartener behaviour. Constant play time has been replaced with learning activities. Students are expected to read, write and sometimes learn independently with only little guidance from the teacher. Basic skills such as language development, speaking, writing and reading comprehension start to establish in grades one and two. Children in the elementary schools are still growing both psychically and intellectually which is why character development created by the education system and the teacher is of great importance.

I feel that to best understand and help struggling students, it’s important to understand the process of learning and theories behind it. “A child’s ability to learn depends on the child’s current maturational status” (Lerner & Johns, 2015, p. 131). Developmentally, “each individual has a preset rate of growth for various human functions, including cognitive abilities” (Lerner & Johns, 2015, p. 131). Various abilities mature at different rates, however, there are certain milestones that children and adolescents hit within an age range; this includes learning. This should be kept in mind, as teaching needs to be at the appropriate difficulty level for the student; this is called the Zone of Proximal Development. Each students zone is different, however, a majority of a general education classroom will fall into the same zone, as they are alike developmentally. It becomes difficult to determine this level when students fall above or below their typically developing peers.

The children’s strengths, shortness’s, interests guide the curriculum emphasis in my classroom. I can see the aspects where my children do well and the aspects where they encounter difficulties or are interested. By observing the children while playing or doing an activity and documenting these observations. Another way of discovering what the children know and what they need to know or want to know is by using assessment. This understanding of each child becomes the backbone of curriculum and determine the types of activities and experiences that are presented through intentional classroom

In all schools across the nation, students are encouraged to express themselves by using their talents and imaginations. Usually, art classes and clubs are offered as well as the opportunity to be a member of a band in the school; however, these programs are often expensive. When on a budget, a school board may consider dropping these electives in order to save money. Electives should not be eliminated to save money due to the fact that teaching jobs would be lost, other options, such as fundraising, are available, and students that love being a part of the arts or those looking for a career in that field would be denied access to knowledge.