The Learning Objective

What were the objectives of this lesson? How well do you think your students understood the overall purpose and relevance of the lesson? (APS 4.A–C)

What were the learning outcomes for the lesson? How did the learning outcomes meet the needs of individual students?

What evidence will you gather at the beginning of the lesson, during the lesson, and/or at the end of the lesson that will show the extent to which the students have made progress toward the academic learning objective(s)? Attach rubric or scoring guide as appropriate.

Respect: as a professional, respect should be demonstrated in your work, attitude, and communication with others. One way to gain the attention of your students is by creating an atmosphere of respect. This will then create a relation among you and the student that will keep the student engage and enthusiastic to learn. Generally building up an atmosphere of appreciation makes your students feel welcome and acknowledged in your classroom. Students who see themselves as regarded notwithstanding their learning contrasts are best ready to profit by distinctive chances to learn (Moore et al., 2011).

The teacher prepared a checklist of what she would be looking for while assessing the students during the discussion. On this

The data that I collect from assessments using “Words Their Way” gave me information needed to understand my student’s individual needs this in turn allowed me to gear my classroom instruction towards my student’s individual weaknesses. My action research allowed me to make an overall impact on students in the school at the time of the action research but also to future students.

After my review of Section 2, I believe the overarching learning objectives of Section 2 is to help the reader understand the following: (1) is that before a case is heard in court “jurisdiction” must happen which means that the court must have “the power to speak the law” over a person or property involved as to meeting minimum requirements; (2) as the minimum requirements that must be meet for a court to have “jurisdiction” as to where dispute or where the people or business is located as in the state or out of state of them having any relation or connection; (3) “jurisdiction” by the courts can be limited by whether or not the case that is being brought upon involves cases only that state courts can solve such as a “probate court” that deals with a person’s assets or the cases that involves “federal question” or “diversity of citizenship “that the federal courts that can only solve such as “bankruptcy”; (4) the “jurisdiction” of courts on the internet of websites domestically and internationally has been difficult to figure out as to some things have been done to resolve this such as “the sliding-scale standard” and by “minimum contacts.”

Name one assignment for each of the learning outcomes below which you believe you improved upon:

Fay and Whaley provided some wonderful comments on tactics with which to establish respectful learning communities. Their thoughts on celebrating strengths and complimenting others were very helpful to me. While I am respectful of the contributions of others, it is not in my nature to hand out compliments, but the authors illuminate the power of not only the teacher openly acknowledging the students’ strengths and achievements, but additionally the importance in building a community for the students to also be able to identify and proclaim the successes of one another. Furthermore, the concept of allowing students to use their native language in the classroom was intriguing. The authors explain the usefulness of allowing students time to

There are several strategies I employ in my lessons to demonstrate mutual respect for, rapport with, and challenge students to engage in learning. During mini-lesson and class discussion, I use physical gestures and verbal affirmations. I make eye contact, nod my head, repeat correct students’ responses in my own words, and build on their responses to promote thinking. Video Clip 1 begins with the moment when students turn and talk with their partner after watching the video of slam poetry, “Knock Knock.” At 00:03, I count down the numbers from three to one to bring every student’s attention to me and ask students to share out what they are noticing about the structure of “Knock Knock.”

The majority of the students in the class fall into the category of “average.” Most of these students received a score between 13 and 16 out of 18 points, though there were two students in this group that were not as successful with the assignment as I anticipated. Student B’s work sample reflects the achievement of students in the “average” category. The most successful component for the average students was the personal interpretation of the recording (question 3b). Student B, who was not particularly confident in her drawing skills, still was able to provide a logical and personal response to the music. She was the only student who chose to draw a deer, and she also used labels to help me understand her intentions as I evaluated her work. Like the other students in the average category, Student B was able to identify areas for improvement (students in this category were generally able to receive a 3 on “Identifying Areas for Improvement” or “Identifying Success” and received a 2 on the other. Student B demonstrated attention to detail when she specifically identified the need for “clear tone” for question 1c, and the importance of needing to “practice articulations” for question 2B. Like Student B, most of the students in the average category received a 2 for the Listening Concepts and Vocabulary. The identification of at least 3 of the listening concepts was particularly common among these students, though some struggled a bit more with the

During the lesson, I did depart from my plan. Initially, I planned on having the students think of ways to remember what the states look like. For example, the students could remember,

The learning objective for question number 1 was, “to correctly write the expanded form of a 4- digit number.” Most of the students understood this concept, but didn’t read the direction in full to understand that they were supposed to define expanded form, and then show an example. Students lost one point for not defining, giving the class average for question 1 a 66%. Only one student lost 2 points on the question, half are almost approaching the objective, and the other half are meeting the objective. The next objective was, “to accurately solve multi step equations using 4 different methods.” This was a difficult question for the class. The average for this question was 54%. Four students are below the objective, one in the middle, and

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

3) Let students know that you care about them. Although many of us assume our students know this it 's not necessarily the case. Let the students know that you want them to succeed, whether it be to pass your latest test, or class, or graduate from college and get a good job. Let them know that you appreciate the work they do on classwork, or a test, or homework. Take the time