Teaching Strategy in the Classroom

Do you ever find yourself wondering how you can form a better connection with your students? You are not alone. In her book, Bad Guys Don’t Have Birthdays, Vivian Paley looks for ways to improve her teaching methods and connect with the children in her class. After coming in contact with a school director that was a fan of promoting abstract thinking, Paley noticed that she was neglecting to take her students’ ideas into consideration and in many instances, focusing more on what she knew to be the answer rather than how her class solved the problem. To change her teaching style, Paley thought it would be better to immerse herself in the many different perspectives of her preschool class rather than presuming that she understands

The learning outcomes are important. There has to be a reason on why something is being taught, and how it will be useful to the students future. Throughout the paper, I’m going to give you an example of a lesson plan I

"Ausbel (1963) originally rationalized the use of graphic organizers by speculating that a learner's existing knowledge which he referred to a s cognitive structure, greatly influence his or her learning. When the cognitive structure expands and strengthens by incorporating new information, learning occurs. To facilitate this process, graphic organizers provide learners with a framework for relating their existing knowledge to the new information." (Kim et. Al 2004).

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

By using a graphic organizer we can help students focus on what they already know and see how they can deepen their

Standards for Mathematical Practice Kindergarten- Grade 12; Measurement and Data: Work with time and money.

What is the most effective way to teach? Can students really learn and fully understand the material teachers convey to them on a day to day basis? According to a middle school mathematics teacher, his methods of teaching the traditional way was not as effective and producing a long-term impact as he would have liked. The article "Never Say Anything a Kid Can Say!" enriches us to the possibility of applying slight gradual modifications to our teaching methods and how we could find ways to utilize that information in the search for more effective teaching methods to encourage students to explain their thinking and become more deeply involved in the classroom discussions, thus developing their questioning skills (Reinhart, 2000). After

Mr. Stepien stated that the reason he has the students formulate questions and writes them on the board is to help the students see the process. He stated the as profesionals we often skip the chart making because we've already developed a pattarn of calling in our minds the important questions we want to consider. He then stated if you watch a really good expert problem solver at work it almost looks invisbale,that thinking process. However, if you watch a good problme solver who gets stuck, you can almost see thier brain go back and say what did I miss. This metacognition thinking about the way they're thinking, has really gotta be devloped in kids. The chart process is a great way for kids to give explicit attention to what thier brain ought

Famous Author, Agatha Christie once said, “I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas” (Great Educational Quotes). This is a common assumption of many; moreover, teachers should be aware and guard-against the concept of “spoon-feeding” information to students. Although I did not realize it at the time, many of my high school teachers participated in this task. Of course, no students would complain; however, it absolutely did not benefit them in their future educational journeys. Additionally, it is possible for this type of teaching to be evident in elementary and middle school classrooms as well. While spending time at Concrete Primary School to gain field experience, I was able to observe and practice many different teaching techniques which led me to develop my philosophy of education.

(5-10 minutes) Teachers will read the article: Improving student achievement by extending school: Is it just a matter of time? San Francisco: WestEd. Each table will be assigned to a specific page number, staff members will read and discuss those pages then they will share with the rest of the staff members.

I wanted to represent visually where Avon High School is working and then determine, with the cognitive aid of mind mapping, where I could focus my work and the work of our students. I prefer writing as the means to process my thoughts because I don’t know where I will end up in my thinking when I begin working on an assignment. This assignment forced me to think and process what I was reading and learning without the aid of writing and then visually to represent my thoughts. This required more certainty; I had to move to concretes and specifics more quickly than writing requires. The writing process for me is to think and question, read, think, write, ask questions, read, and write more before I begin the editing process, which frequently requires me to begin move through the writing process again. This project was similar, but instead of writing, I jotted down key phrases and ideas, reworking them as I read, thought, and questioned. And just like writing, I had no idea where I would end up with this assignment. Also like writing was my heavy use of the delete key. As I tell me students, all unnecessary words must be replaced by le mot juste. Creating graphical

Everyday, teachers are faced with the challenge of teaching students new information that is valuable to their future. Teachers are responsible to determine what and how information is taught. How this information is taught to students is pertinent to their success; therefore, teachers must be able to use effective teaching methods in the classroom. Students have diverse learning styles; therefore, teachers need to determine how students learn best and pattern their teaching to accommodate these differences. During elementary school, children learn to read and write, acquire a basic understanding of content areas, and develop dispositions toward

One strategy the teacher use were visual by having a book with pictures, she explain clearly which animal lives in the water and which animal lives on land from the book. Using visual is beneficial to ELL student if they cannot understand what the teacher saying they could look at the picture to gain some understanding. Another strategy the teacher use was hands on she use stuff toys of each animals that live in the water or land. Using hands on is great for ELL this an easy strategy to use to get the students involved and not feeling left out. Hands on always helps with getting their attention, sitting looking and listening to the teacher the child may get bored, lose attention-letting feel, and be a part is a great way of keeping the children

There are many benefits that come with the teaching skills strategies. These skills and strategies allow teachers to interact with students and explore content areas with a purpose. It is a very useful tool that is incorporated with lesson planning and implantation as well. The teaching skills and strategies include observe, support, stretch, direct, stimulate, plan and professionalism. As a teacher, it is important to not only gain experience with these skills and strategies, but feel confident in your ability to promote each one!

Organizations successful at strategy implementation effectively manage six key supporting factors :     1.  Action Planning