The Puzzling Truth : A Practicum Observation Of A Mentor Teacher & Senior Government Students

The students are asked to copy the words into their social studies folder. Mrs. Cannon then verbalizes the definitions of each word. John offers his own definition of a word, the teacher says, “Just copy my definition. It’ll be the one on the vocabulary test.” John looks embarrassed. Mrs. Cannon then gives the students another assignment to pick one form of communication, decide if it’s from past or present, write a description about it and draw a picture. John seems confused and I noticed him copying another student’s paper. When the students are at recess Mrs. Cannon says, “I just don’t understand. I modeled the handwriting and gave them an explanation of each word. Why are they not getting it? I mean, I have high expectations for them and want them to do well, I really do.”

The students within the Oliver Wendell Holmes Library infrequently devote their focus to homework, swept up in the excitement of social interactions. The library at Phillips Academy serves as the prime destination for gatherings before, during, and after classes. As we leave dinner, day students, including myself, migrate across the path to the library. A set of three doors confronts us, a triad of thresholds that question our intentions of entering. I have to make the difficult decision between socializing and finishing my homework, but the former always entices me. I trot down the stairs to the basement, which has transformed over the summer from a racetrack for chair-racing competitions to a study center filled with individual booths.

In the beginning of the year I entered this class with a very sheltered and ignorant view of current and past events. Through time and sociological evolution I have begun to see things in a different light. The development of my ability, to look at something or some kind of situation, lets me use the sociological terms in such a manner to relate them to micro and macro problems in society. This started with the assigned readings of the class; the aim was to decipher the messages the authors were presenting. The goal was then to dig deeper and use my experiences to help myself understand the concepts throughout the course. "The mind is not a vessel to be filled, but a fire to be ignited." Plutarch (46-120 CE--common era) I was no longer

I gathered student written inventories and held personal interviews and conversations with students and their families in order to help my students grow and mature in their vocabulary usage. This information told me they value who they are and what motivates them so I could design innovative practices and utilize proven methods of vocabulary instruction that promote learning for all my students.

3. Describe at least one connection between the reading and topics from outside class (other classes, news stories you’ve seen, etc.)?

The class as a whole displayed an overall understanding of identifying the main idea and informational illustrations as well as sequencing events correctly in a non-fictional text. A total number of ten students mastered all learning objectives. Seven students were able to meet almost all learning objectives but did provide the appropriate criteria. The seven students all displayed a common error by not providing illustrations for at least five events. One student was unable to master one or more of the learning objectives. The one student who was unable to meet the requirements did not sequence events in the correct order and provide the required illustrations. The student was able to determine the main idea by providing an appropriate title

Students will read Franklin Roosevelt’s March 9, 1937 Fireside chat about recognizing the Supreme Court. While they are reading the document they will have a task that must be completed. One person in their group of two must do research on the document, while the other illustrates what is being read. Each person in the group will complete a summarization of the document. Once they have completed these task they can then start creating their wordle. The assessment provides an essential connection with the national and state standards because by the end of the lesson students will be able to apply the content, because the students will have studied and analyzed excerpts from FDR's 1936 fireside chat about changing the Supreme Court. In all, the

The great majority of students are sitting inside, with a total of 14 outside on benches and at picnic tables. Seating choices appear to be clustered by class. I am currently sitting with my AP Government class, while the entirety of the weight training class is sitting at the table adjacent to us. The majority of the students at my table are eating packed lunch with only 3 students eating school lunch. It seems that all of the weight training class is eating school lunch. The table directly to my left is composed of all freshman. Freshman seem to be concentrated in a very small area, with the tables completely filled. The lunch line is very long, ranging about half the length of the entire cafeteria. The people who are from rural areas are

Retell: Today’s class gave students to reflect on a recent field trip they had at the Eric Harvey ranch, the students were given the opportunity to learn about Eric Harvey and his family. Mrs. Danckuck had organized an activity with the class which allowed them to reflect on the field trip and their personal experience. The activity she created consisted of four posters around the classroom with different headings like; “What fascinated you most?,” “What questions do you have?,” “What did you accomplish?” And “What are you unsure of ?” Each student was given different coloured post-it’s and was give 10 minutes per poster to ananamousls add their thoughts on sticky notes. After each student had the opportunity to put post-its on every poster

Once my students show up to class I will let them know what the agenda is for the next two days. Welcome class. Before we start today I want to let you know what we will be doing today and tomorrow because they tie together. So today I will pass out a primary and secondary source that you guys will be taking notes on with a bucketing worksheet. The primary source discusses why people were against the Constitution while the secondary source explains why people wanted a new Constitution. After you finish taking these notes and we go over them you will then move on to research on your own the debates of how states would be represented and how slaves would be represented in the new Constitution. That is what we will be working on today. Tomorrow we will have our own debates regarding all three of these topics. I will give each half of the room a stance for each debate. Using your research from today you have to argue for the side I give you. This will help you have a better

The lecture was given in his classroom around 2 pm, the room was kept at a temperature of 70 degrees, and the desks are in an order in which every one can see the teacher, so visibility was good. The class size never differentiates very much it stays around 18 people. Most people join the class either because they need another history credit or because they genuinely like history. I’d say the class is split about half and half. The age group for the class is 17-18. The class is split exactly in half gender wise, nine girls and nine boys. There 16 seniors and 2 juniors, it is senior class and the juniors are taking it as an advanced class. Most high

As a class they will go over this page to ensure all students have the correct information. Everything will be read aloud to accommodate to students who require readers. Once finished students will open their History Alive textbook and read.

Mrs. Lawrence divided her students into four stations or groups during her Reading/Writing and Math lessons. A group of students played educational games on the smart board, a second group would silent read during reading/writing, a third group would work on worksheets, and a fourth group would meet with here for one-on-one lesson instruction. Mrs. Lawrence had her students rotate every

Everyone whipped their heads to the front, finally listening. "As you know, today is a very important day" the class continued the din of noise once again, excited to finish the year. "Coulda sworn I just told you all to shut the hell up. Anyway, today is very important, but we have a slight change of plans." We whispered to one another, wondering what could 've possibly happened. "We 've decided to have one last exam". everyone started yelling and complaining, "OH COME ON!" a

My practicum took place on September 7,2016 from nine thirty to ten thirty. The practicum took place at Impact Early College High School in Baytown. The class I observed was Ms. Nguyen’s class of juniors and seniors that contained twenty students, seven boys and thirteen girls. The class appeared to be alert and ready to learn. Since this was their second period class they already had enough time to shake off their fatigue. The subject was Pre-Calculous and the topic was operations of functions. Students entered the classroom in a calm manner and socialized until it was time to start class. The teacher instructed the students to take their seats and take five minutes to write their assignments into their academic calendar. The teacher went