The Events Of The Students

High school Commencement in the United States is a tradition like no other. Every June, high school seniors dress in their Sunday best and head to the tried-and-true ritual. Parents, grandparents, aunts, and uncles swarm to secondary institutions with their cameras in hand. With the sea of hats and gowns, the graduating class is unified and united. Over the recent decades, Commencements across the United States have incorporated cords and stoles. These emphasize both communal and individual achievements throughout students’ secondary education and their community. At Chisago Lakes High School (CLHS), these achievements are recognized at Commencement with a variety of cords. Students who participate in the National

I went home and I asked my children to play one of the games and they liked it. The game had the students engaged because I was engaged when I was playing and so were my kids. The interesting part is that the game is that it could be challenging but that will power of passing to the next level make you keep going. The game is also fun to play and you learn at the same time. Math being a concept that many children hate because of misconception this game can make them change their mind about math concepts. It also can be great for children to interact with one another as they help each other out when they get stuck in a particular section. This activity was so fun and interesting, that I am sure that many children will like it as

I would also stick with either the Jeopardy game for the rest of the class or instead of letting the students pick one activity to do after the game, I would set up three centers and let students do each center for the rest of the class time. I would do this because it took more time than I thought it would to go over the review video. Cutting back on what I put in the lesson, I would have more time to go over the review and then give them one fun activity that allows them to practice what we are reviewing and not run out of

To help solidify the concept of calculating different compound probabilities I would use this student centered activity: Within their groups, the students would each have to come up with an example of an independent and dependent probability problem. This would allow the students who understand the concept to move to the next level of thinking by getting to create their own scenarios. This would also enable the students who were still struggling to have the opportunity to discuss the differences between the terms with their peers. They would then have to solve their own problems to create an “answer key”. I would then check their problem and answer key to make sure that the table group understood how to solve these problems. The questions they made up would then be given to a new table to identify which was independent and dependent and then solve to provide additional practice and opportunities for discussion. The final step of this activity would be for each group to come to the front of the classroom and “teach” their problems to the class. According to Ron Kurtus (2012), “Statistics show that you learn more by teaching

It is difficult to believe that this is already week three of this course, maybe the saying of how quick time can fly by when it is doing something fun is slightly true. In all actuality one has never really thought of math as fun, however, when the so-called light bulb goes from being dim to slightly a bit brighter it does provide a sense of gratification that just possibly one is, getting it or in the very least some of it. This week’s topics that covered discrete and continuous variables along with the various probability distributions was to say the least interesting and somewhat of a challenge. Yet, the more I read peers responses to the discussion questions and additional reading it was a bit clearer although, it is of the belief that one is not one hundred percent on some of it. With that being said, there was as mentioned moments which the light bulb became a bit brighter; when one could relate to the bell shape curve concept and the new concept of Altman’s z-score formula.

It would be a marvelous privilege and honor to attend Duncanville high school collegiate because I want to have a good education and good future. Being in this program would help me improve myself academically.Saving money is an enormous part in helping me economically later in the future.This is a high academic program in Duncanville high school, I would be excited by the opportunity to attend such a strong and knowledgeable institution. A further very good quality of this program,ts rather high rank and great reputation.I seek a good education and definitely appreciate it, if the you would allow me to be a part of this program. My one goal in life is to just find something that I would love to do for the rest of my life and stick with it,

As I finish up my practicum hours this week, I am amazed at how everything has come full circle. As someone who came into college with no clue of what I wanted to do after graduation, I found that the Office of Student Engagement allowed me to develop as a person and figure out the things that are most important to me. As I started to get more involved on-campus and take on more leadership roles, I started to gain an interest in working in the field of higher education in hopes to provide this same experience to other college students. By having the opportunity to work with Patrick Dezort, the Director of Student Development and Engagement at Felician University, as part of my Field Practicum in Psychology course, I was hoping to get

I want to be able to bring the dice game into a future classroom. This allowed all students to experience success and that is incredibly important. I will also be able to know other strategies for students who have autism and create a relax area in order for them to refocus. I also really liked the two meeting rugs. It allowed for movement and the students were able to refocus. Students would get up and get a white board and then go to the other rug and start writing their sight words. If the teacher only had one meeting area it would have been too much time on the floor and the students wouldn’t have focused on the activity. From the second round of practicum I will be able to bring how the teacher taught to her students. She talked to all of her students with a lot of enthusiasm and treated them equally while still knowing what they needed to work on. The teacher would expect the student to understand the concepts and would continually practice with them until they understood, “That is, students tend to give to teachers as must or as little as teachers expect of them.” (Spradlin, 2011, p. 63). She would spend one-on-one with one student each day and that was something that I found very important for each student, it allowed for them to know what was expected of them and ways to get to where they wanted to

The student-teacher academic competition at Gamewell Middle that I created in my classroom became almost a daily game and gave both my students and I a reason for learning. It made the room almost like opposing teams where we could compete with one another in friendly manner. Everyone in the room learned, so it was a win-win situation for all

This can give the teacher other ideas of games that can be incorporated with math. Give a SURVEY and ask how familiar they are with their favorite game(s) and then ask them students to describe their strategy while playing. This will help the teacher understand the students of INTEREST and READINESS to analyze game strategies using mathematics. Students then will pick whatever game INTERESTS them the day of the lesson.

While getting ready to observe my first class at Upper Moreland High School I was excited to see a new classroom climate through objective eyes that I may not have used before. I would be observing a teacher with fifteen years of teaching experience and is looked at as a prominent member of the music department. Although we have worked together for four years I have never been able to see him teach and was excited about this opportunity. When I approached this teacher he was hesitant, much like the teacher from Reflexive Teaching: Toward Critical Autoethnographic Practices of/in/on Pedagogy , and expressed that he had been teaching the “same way” without any new “fancy techniques” for many years(Warren,139) Before the initial observation I interviewed the teacher. While interviewing him I not only asked about his teaching experiences but about other life ventures and was given some very surprising answers, such as the fact that he was a business owner for ten years previous to teaching. I was curious to see if his business side, as well as, other aspects of his life would show through in his teaching. After three days of observations and shadowing, I have learned a great deal about how life experiences, personal demeanor, among a mountain of other things molds one 's teaching and classroom climate.

Students will try and play each game listed and tally if they won or lost the game twelve times per game. The games will include predicting heads or tails, and then flipping a coin, The birthday game (how likely a wheel with all of the month of the year will land on your birthday month), and a dice game (a student will predict what the die will land on, and then throws the die and records if they are right). Students will also play a game that is rigged that has zero odds of winning. The goal of the game will be to pull a yellow block from a bag that only contains green, blue, and red blocks. I will include the rigged game to show students what an unfair game looks like, and give them a real-life experience of an event that has zero odds. Once completed students will compare their scores on how often they won on each

2. Math Games: What did you learn about the math skill you selected? How did creating a game push you to think about supporting this skill in a playful way? How successful was your game in supporting children’s learning of the concept that you selected? The game was designed for the math skill of children knowing 1- 10 correspondents. Creating the game was hard because I wanted to make it easy, make sure it made sense and something the students in the class would enjoy. The game wasn’t too successful for my class because of the six students only two were interested in actually trying the game. It was difficult for one of the students because he didn’t know his colors very well and that made it difficult. The other student did very well at the game but I also expected her to, because she is the more advanced child in the class.

This learning experience was effective for my students because they were able to show an understanding of the mathematical goal. The main learning goal for the lesson was for students to show an understanding of two-digit multiplication by discovering an error in grid process. All three students were able to locate the error. Each student attacked the problem in a different manner and used different accommodations based on their ability level; nevertheless, they solved the problem. Communicating the error

A cultural event that I have attended in the past that has had a memorable affect on my life was a Native American Powwow. This event takes place every year, Thanksgiving weekend in Tucson, AZ. I arrived in the late afternoon, as the sun was going down. I remember seeing many different types of people, from tourists to the different Native American performers. The physical setting of this particular celebration was outside, and based around, one main circle. Drums were beating so loud, you could feel the pound inside your chest. Different activities were going on all around, such as dancers, vendors, and a huge variety of foods to choose from. The circular dancing arena is known as the arbor, this area is blessed before any of the events