The Importance Of Teacher And Student Interaction In Education

The question that I have chosen for my inquiry project is: How can you improve performance in a first grade classroom with Guided Reading? I am interested in this since I teach first grade. As a first grade teacher I am always looking for ways to improve my class’s performance. Guided reading offers support to the students as they are learning. Rogoff suggested that “adults support children’s learning by structuring the task’s difficulty level, jointly participating in problem solving, focusing the learner’s attention to the task, and motivating the learner.” (Frey & Fisher, 2010, 84).

Secondly, One of the people most interested in my literacy performance other than my mom was my fifth grade teacher Mr. Greg Monroe. Most students didn’t appreciate his teaching style but I did. Up until this point in my literacy development, I had excelled easily. It wasn’t until I met my teacher that year that I realized everything wasn’t going to be so easy. For the first time I had to actually study rather than to just know the information like normal. Mr. Monroe taught me that I needed to push myself to be better than good, even if it feels like I can’t. Teaching students to go beyond the norm was Monroe’s approach, and I feel as if his approach was extremely helpful as well as encouraging. He taught students to set goals and to develop aspirations. The fifth grade is the last stepping stone to becoming a middle school student which warrants new responsibilities for the students. Mr Monroe made sure that students graduated from his class not only with

additional groups to work independently, reading at their own specific level. The roles of the teacher

Always the teacher can help the students but they need to work together, the reader attend the instructions of the teacher and read a text , then the teacher analyze the way that the student read the text and they evaluate if they ca improve the way used. Advising the student to use different strategies whit the same task and observe or analyze if the reader improve their comprehension. The teacher needs to be near if the student and vice versa.

Students are often the first people to call teachers out for being disconnected. A prime example is displayed in chapter two of Milner. Mr. Hall, a science teacher working in an urban school believed that he just needed to know his content area to be a successful educator (49). However, he discovered that he also need to know his students deeply to get his students to respond to him in meaningful ways. Disconnect can be defined as a lack of personal connection between teachers and students. Disconnect can come at any stage of the school year. It can happen at the fault of the teacher or at a cultural level. The two types of disconnect that I will discuss in this paper are cultural and linguistic disconnect. Cultural disconnect refers to the customs, music, and pop culture of the students and ways that teachers do not understand their students’ culture or depreciate it. Linguistic disconnect refers to the phrases, words, sayings that are used amongst students and can include Ebonics and other cultural languages. This paper will attempt to expose the impacts of disconnect and discuss what measures first year teachers can take in order to be a culturally and linguistically responsive.

Every student engages in high quality instruction in the classroom at the Tier 1 level. In Tier 1, students get a daily opportunity to learn grade level curriculum and get basic differentiation to support their needs. The grade level standards are taught using research based, best practices. Teachers may work with small groups and provide hands - on activities to make learning meaningful and relevant to students. All students receive periodic assessments that allow the teacher to identify if they require more intense support. Often times, schools will implement a schoolwide screening tool to benchmark students and determine if they need supplemental instruction to meet grade level expectations. Data collection from these assessments helps to guide teacher instruction and will also help to determine if a student needs more support in one or more academic areas.

A large class of elementary school students can affect the learning outcome because it can be a hard task for the teacher to reach every student. Elementary students don’t know to ask questions when they do not understand something. The material may not be sinking in for the student and the teacher may

One of their four part mission is “to disseminate information about research-based practices related to literacy instruction and assessment for children in pre-K through 12th grade (p.1). One of the suggestions on strategies they recommend for teachers to be effective is to use differentiated instruction. Differentiaed Instruction is discovering the individual learner’s needs and learning style to match instruction to accommodate those learning styles and needs.

Furthermore, the first chapter also made me wonder why basal reading programs have had a renewed popularity. Chapter two made me wonder about how teachers ensure that students understand and use these two processes while also trying to prepare them for high-stakes testing like the STAAR test. In chapter three I wondered how a teacher ensures that students create a rubric that is meaningful to what is being scored. Also, I wondered how students reading two or more levels below grade level prepare for high-stakes

I do not know any teacher that does not really want to teach students how to understand rigorous text. However, we need the strategies to do so. What is more, Jagor assumed that the reader knows or has a deep understanding of Lev Vygotsky’s Zone of Proximal Development. She does not elaborate on it to ensure that reader understand what it looks like. In the text it says that “Vygotsky explains, the only good kind of instruction is that which marches ahead of development and leads it” (p.4). Then, she goes to discuss if students can read text by themselves than it is too easy for them. I think that is the problem. Teachers never get the training to ensure they are using specific research-based strategies nor are they provided the details of certain techniques. In addition, I appreciate the fact that Jagor is very honest about all students not understanding these challenging books; nonetheless, she never explains what she puts in place to ensure students will understand them later during the school year and not become frustrated. According to the article, she states that not all students are given the reward of understanding every book, but quickly starts to discuss that many of the students who did not think they would understand the text realize they do (p.4). However, are these the gifted students in the class? What data

It is therefore difficult to determine that indeed, a certain method of teaching is effective compared to another (Burke et al., 2015). A teacher is therefore required to employ multiple methods aimed at guiding the children how to read and understand in

In doing my research on how to improve a student’s comprehension, and fluency skills. I noticed that my searches at times were less accurate than other articles that I looked up on the computer based system. I noticed when I was searching, for scholarly articles there was more accurate data about my study. In the google search, it gave me at times limited information about my findings. However, computer systems benefited me to get enough information on my study. In the article, Differentiated Instruction for Reading. This article was about how a teacher uses different strategies to improve her students reading fluency. This is such an important aspect for teachers to understand that each student learns differently.

Learners can have reading partners who can offer them confidence to improve on their reading skills. By doing so, an instructor offers the learners the chance to nurture their skills in comprehension, vocabulary, fluency. All these skills are vital for a learner to acquire the proper educational abilities that can have a lasting impact on the learner’s ability. The instructor can help a learner to succeed in a reading program by offering the learner a chance to decode the meaning of the words read easily through practice.

Mr. Murphy explains that we must train our teacher to present high quality literacy instruction by reviewing and explaining two varying topics; 1) managing the learning environment and 2) delivery of academic content. Numerous elements are involved in quality instruction and the inclusion of these help to make significant gains. One of these is routine, which is thought to be essential, but a teacher must also be flexile enough to make changes that will adapt to particular situations that can occur within a classroom setting rapidly. (Murphy, 2004)

Confucius, a famous Chinese teacher said, “Education breeds confidence. Confidence breeds hope. Hope breeds peace.” In the previous quote by Confucius, it is obvious that a teacher can impact a student’s life. Moreover (TRANS), the way a teacher generates hope and confidence provide a good equity at school for the students; therefore, a good teacher spread confidence in students, which may help them to be encouraged. Maintaining the right balance of strictness and friendliness, encouraging students, and finding the right teaching methods for each student are three of the many characteristics in becoming an inspirational teacher.