The First Hour Of Preparation

Classroom Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Another challenge that education assistants encounter is the inability of teachers to allocate time to address issues that require urgent attention. Teachers and education assistants may only have limited time to discuss pertinent issues. A way to resolve this issue according to Tyrer, et al (2004), is to

Another important point of this lecture, in my opinion, that has application in teaching is discrimination. Although all teaching assistants may be aware of the consequences of discrimination and therefore they may not intentionally want to do this act, they should act in a way that all students feel that the teaching assistant does not discriminate against them. For example, in lab classes, the teaching assistant should spend an equal time to ask the question of each student. If a TA spend 20 minutes to answer the question of a specific student, for instance, the rest of students may feel that the TA want to help him or her more than others. I, personally, take at most 5 minutes to answering the question of each student so that there will

4. During the partner test, Mrs. Z walked around the room and told students to ask questions if they needed help. She said she would do the best she could to answer questions. This shows the students that they can still ask the teacher simple questions during the test if they are confused and don’t understand something. It is important for students and teachers to have a good relationship so they feel comfortable helping and asking for help.

A typical day consisted of, casual conversations between students, Mrs. Hughes, and myself while we wait for more students to arrive. The older female students often got side-tracked talking to one another and on their cell phones. I noticed the majority of the students who come to class are the intermediate/ advanced students, only two beginner students came throughout the entirety of my service. At most, only seven intermediate/ advanced students came to class. Yet, there were two constant students in attendance, Rose (intermediate) and Vicente (advanced). I consider both Rose and Vicente the most driven students in the program, their attendance and participation in class speaks for

Ebony, a university student, finds herself in two classes, each with their own unique atmosphere. Interpersonal Communication comes first and is taught by Professor Gardner, who has been teaching for 20 years. Organizational Communication is her second class, taught by Professor Morgan, who is younger than Professor Gardner. Each professor has a different style of teaching and opinion on how students learn most efficiently. Professor Gardner sets out his expectations, rules of conduct, and strict no-technology policy on the first day of class; he values structure and consistency for his students. Professor Morgan does not present rules for her class; she does not mind if students come in late or leave early, and appreciates the use of technology for the purpose of adapting the learning environment for each student. Professor Morgan values freedom and self-responsibility for her students. Ebony loves Interpersonal Communication, and notices that the students, when provided with structure, tend to thrive, communicate freely, and connect with other students right away. There is a lot of laughter involved, and most everyone knows each other’s names. In Organizational Communication, however, Ebony feels lost and out of touch with the path of the class. She finds that the spontaneity of Professor Morgan is more confusing than helpful; Ebony senses the disconnect between students, as most of them do not know each other’s names. Professor

Many classrooms have educational assistant’s, this should guarantee that the classroom runs smoothly, consequently in the extra one on one help from the teacher.

only one adult teacher in attendance during the class session; in these instances, doors to the

When pulled for testing Bob willingly followed the examiner’s to the testing room. When Bob arrived to the testing room he wandered into the room picking up a piece of bubble wrap. Bob was instructed to sit in the respective seat. While the examiner arranged the testing material the examiner asked Bob questions about school, and he played with the bubble wrap. The examiner discovered that the student had a proper breakfast and he arrived to school on time. The examiner asked Bob about his favorite school subject and he stated he enjoyed math and reading, because he was good at those subjects. Prior to the beginning of testing the examiner stated that both parties would work until lunch and the examiner would pull him for the last portion of testing after specials. After this conversation the examiner explained that the testing was going to be long, yet he was expected to try his best. Bob agreed to the schedule and the examiner began testing. Overall building rapport with Bob was established and maintained throughout the

, Does your son/ daughter need any extra attention on a subject in your opinion?. These questions in a way forced the parent to observed the child each week to become more involved and to pay attention to the academic development of the student. It is up to that student to express when he or she doesn’t understand and up to the teacher to encourage the student to take ownership of what may be a struggle.

When Mrs. L began to share on Richards behavior when he attend the learning center with her she expressed that his distractions are limited. When he is at the learning center he has less students to become distracted from and he is able to stay focus on assignments. Currently, Richard works with a small group of students that are at close to his learning level. Mrs. L. expressed how it is more easy for Richard to work in a small group, because he is able to keep up with the learning material and use the students as reference to

At the start of the practicum experience, we wrote a welcomed letter in which we welcomed the parents of the students in our classroom and alerted them about what students will be learning as well as some requirements of the program such as, a nut free lunch. The letter also provided some suggestions such as, applying sunscreen/bug spray before coming in, extra change of clothes and a towel. We also sent home a note home daily; explaining what students learned that day and what activities they participated in. This allowed parents to know what was going on in the classroom in hopes to bridge in the gap between home and the classroom. This could also lead to parents continuing what was learned in the classroom at home. This was apparent when some students brought in from home a sample of something they made that was the exact replica of what was taught in the classroom! The learning process continued even when the students have left the classroom.

The class began like every other class however today one of the regular classroom teachers were not there, therefore being replaced with a C.R.T. I had been in a classroom where a substitute teacher had taught before, and

Students requiring assistance in a specific area are removed from class during the lesson’s time slot as an attempt to assist and improve a student’s understanding of said lesson.

needs are met and they feel as if they are respected by the teacher. Mutual respect is once again