The Importance Of Alejandra In Education

Engaging students in the classroom can be a difficult task. Understanding the process of how students learn can help a teacher adapt the lesson to meet the needs of all students. I will encounter students that are not intrinsically motivated so I will need to find different ways to motivate each and every student. Understanding how my students learn can provide me with insights as to how to help each student learn which will minimize classroom management problems.

Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being

Reading: Each week as part of my reading lesson, I break the class into heterogeneous groups. I have the groups take turns re-reading the story. They then work in the group to answer comprehension questions together.

The 2 strategies the teacher used during group time was asking questions, listening and observer. She kept asking the children’s questions about the cupcakes, for example like why do you like this color cupcake and the children’s had to use their listening ears to respond back to her question. For example on the book in page 164 it said “Be a good listener or observer, some children’s may be able to verbalize to you or other children the challenging situation they face. If so, take the time needed to listen carefully and draw out what they know and

As I read the book about sharing and taking turns, I asked the preschoolers to describe what they see and how the characters are feeling. The objective was only partially achieved in the yellow group as I did not give an introduction explaining my book. This mistake could of possibly made it more difficult for the children to describe the scenario in the story, as they did not know what to focus on. On the other hand, I did ask questions throughout the book, prompting children to use descriptive words to describe how the characters were feeling. For example, F.W was able to explain and use descriptive words when answering my questions throughout the book, but at the end of the book she was not able to describe the main theme. All eight children reacted the same way. This is my fault as I did not specify where the preschoolers should maintain their focus. Therefore, my second time implementing the activity allowed all eight children in the blue group to fully achieve the objective, as I made sure to be more clear about what the children should focus on, helping them interact and understand more thoroughly. Overall, the children reacted well to the book as I used different tones to keep them

Unless the way I teach my daughter does not pertain to the skill I’m trying to get her to accomplish, then I don’t believe I need the input of strangers as a means of judging the way I teach. Another question that aroused during the situation was: “what is she learning?” I cannot count the number of things I have taught my daughter or am currently teaching her. But what I do hope, is that she is getting every little thing out of what I am teaching her, which is independence. One of the 10 game plan strategies I can use in helping me in this situation is: use wasted time (page 38 paragraph 2). Instead of catching up on my favorite television show while my daughter was resting, I could’ve come up with better or easier ideas to teach her a skill. By doing so, I would have taught her something she has been trying to learn, in a shorter amount of time. And by teaching her something in shorter time, the rest of the time could be used in instructing her a new skill. Another strategy I can use in this situation is: handle a problem a day. By focusing on one skill a day, it doesn’t overload such a small brain with something she’ll forget the next

Discussion of the issue can be explained as Sally first seeking the educators help before attempting the task herself because she correctly assumed that the educator’s demonstration would allow her to complete the task – something reaffirmed by Vygotsky’s theory as children can perform tasks deemed more difficult with assistance from an individual with greater skills (McDevitt et al., 2013). This contributes to Sally’s learning as, according to the theory, children have increased levels of development when they perform tasks they can only complete with assistance – also known as the zone of proximal development (ZPD). As for the question posed, Sally’s learning would change as it can be reasonably assumed that she would be outside the ZPD if the educator had not helped her with the task. As assistance is a key idea that promotes Sally’s learning through the involvement of the educator and the ZPD, so does the key idea of social activity play an important role in Sally’s learning. This is because Sally uses her language and social skills in order to communicate with the educator in order to receive help with her task. This promotes Sally’s learning as, within Vygotsky’s theory, interaction between the educator and the student is an inherently social exchange which provides Sally with the opportunity to extend her knowledge and development (Alves,

The use of novelty pedagogical strategies such as cooperative learning, group dynamic discussions, and journal writing by teachers will increase student learning and class participation.

The film The World in Claire’s Classroom, 2000, shows us an alternative first and second grade classroom dynamic that Claire helps facilitate by her teaching style and beliefs.While certain parts of the film are socially problematic, in regards to some methods when learning about other cultures, Claire practices very progressive teaching methods and concepts that our class has covered. Because of using these varied teaching methods, Claire is also creating a more indepth and engaged learning environment that appears to have a positive impact on her students. Two concepts that I will be introducing and comparing to Claire’s classroom are Self-directed Learning and The Four Aspects of Engagement. Both of these concepts connect to multiple

INTASC Principle 5 focuses on Motivation and Management. “The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. FL Version - Language teachers create an interactive, engaging, and supportive learning environment that encourages student self-motivation and promotes their language learning and cultural understanding.” This INTASC Principle translates me in being able to direct my classroom. It’s imperative for me to be able to get kids to interact with themselves and others. But

Cooperative learning “creates a vibrant, interactive community in the classroom” (Pratt, 2003). This strategy is used more for inquiry based activities which facilitates learning in a safe learning environment. Slavin (1991) feels that “cooperative learning approaches have incorporated two key elements: group goals and individual accountability” (p. 74). There have been positive effects which are consistently found in the students, as a growth in their self-esteem, group relationships, acceptance of diverse students, attitudes, and their ability to work communally. This strategy has some similarities to collaboration.

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

All three students should be encouraged to interact with peers in the classroom. This goal can be targeted by encouraging them to share toys and use 1-2 word utterances to request items.

My observations has taught me the importance of engaging students. I am now able to recognize when a student is not engaged. They seem distracted and are not paying attention to what the teacher is saying. Whereas an engaged student is alert, discussing the material, and asking questions

One of the key elements in teaching undergraduate classes is to create a learning environment that cultivates critical thinking and mastery of concepts. As an instructor, I have experienced with various active learning methods to keep my students engaged and motivated. Within the pedagogy toolbox, I found the element of discovery to be the most effective way of teaching. In my classes, before even explaining a new concept, I usually pose a question to class and ask my students to find a solution. I ask my students to work in pairs (and sometimes groups) to come up with a solution without them knowing the new concepts. The idea is to assist them to discover the new concepts by thinking out of the box and trying different approaches. During