Transition In The Classroom

Target behavior: Michael always yells and laughs to other students when coming from the recess. Ms. Epstein always takes time attempting to get him back to his seat before starting the lesson. Ms. Epstein daily spends at least 3 minutes to gain control of Michael and to start the new lesson.

"Settle down, all of you, and pass your assignments to the front of the class," he said, removing his jacket. Emelie reached into her hot pink binder and pulled out the worksheet she'd finished just minutes before. It was crumpled and rushed, and she hoped Carlisle wouldn't notice that there were clearly two distinct sets of handwriting on the page.

Education theory can either be descriptive like the sciences or normative like in philosophy. Education theory postulates what education processes are supposed to consist of; it sets the standards, norms, and goals in carrying out an education process. The scientific education theory gives a set of hypotheses, which have to be experimented and verified. The two approaches have produced two broad categories of education theories, which are the functionalist’s theory of education

Ms. Felkins read the Odyssey to the class. Throughout the reading, Ms. Felkins would ask the students questions about the chapter. This was a way for her to see what the students were retaining from the book. The students were engaged and there were only a couple times where Ms. Felkins had to remind the students to be quiet. When she would ask the students questions they were very attentive and eager to answer. Additionally, after reading time, the students worked independently on their biography projects. The students had computers and were researching a person of their choice. Their assignment was to make a poster about that person’s life. As the students were working, Ms. Felkins looked over each student’s poster and helped them make changes if needed. Ms. Felkins reminded the students that they can not directly take information from the internet and put it on their poster. Most of the students handled the corrections they had to make well. There were a few students who got very frustrated by their mistakes and had to fix

The transition from Grady High School had become a starting point of a new life. Slowly but surely, it found its way into adulthood. Where I embraced a new sense of responsibility and maturity. At this given time and day, I was responsible for following the rules and regulations. These set of rules was being enforced by the principal named Dr.Bockman. Students did not appreciate her position as being principal, yet her job was to support the Grady community. She had a very strict job and she took it very seriously. Nevertheless, I made my first entrance into the steps of being in high school. I walked into Grady High School with an overwhelming fear of anxiety and depression. I had no idea what the expectations was gonna be. So, I knew that

• I started out the lesson by explaining to Ryne what we would be doing for the day. He got distracted and wanted to talk about what we both did over the long weekend. After talking for a few minutes, I redirected Ryne’s attention back to the lesson. I started talking about the writing process and how we would be writing goals to help Ryne finish his Gold Rush paper. While explaining when the paper needed to be done by, Ryne got confused and asked a few questions about the schedule.

The class began with a silent reading assignment from the next section in the text. While students read, the teacher individually checked in with each student to provide feedback on the previous nights homework. The homework assignment was to summarized the reading from the previous day in their own words. The teacher provided both positive and constructive feedback to all students, pointing out at least one successful aspect of their summary. This activity is very much in line with was the strategy of upgrading your interactive language discussed by Eric Jensen, “during every sing interaction with your students, make eye contact and affirm the good in them” (Jenson, 2013, p.25). If a student was missing an integral part of the story she would prompt them by recalling what was discussed before and provide textual evidence if necessary, and allow them to add to their response. She was very upbeat and supportive of the students, and her tone and language were both accessible and age appropriate. When giving instructions she used

Additionally, identify any effective classroom practices being used. Describe how each helps to build conceptual understanding of the topic being taught.

They head straight over to the carpet area, then Mrs. Wansong reads to them a chapter from Winn Dixie. As she reads she pauses and asks questions about an event that happened in the chapter, all 15 hands go up. The students have a great imagination, and Mrs. W encourages it. After she is finished with their chapter book, the students go back to their desks. As the students walk over to their desks Mrs. Wansong gives directions about the next assignment. At the beginning of the week the students receive a grammar packet, a narrative topic to write about, and a reading passage. Throughout the week they work on these three assignments every

Transitions are changes that take part of our lives and are out of our control. Transitions are essential part of every person’s life but can be harder to adjust in early years. Although in early years’ transitions are supported by family, friends and practitioners/carers. Children’s early experiences of transitions can have a big effect on how they handle transitions in adult life.

I like the fact that when she asked the question about what happened to her sweater, her students immediately raised their hands. They were all into the story. They wanted to know more about the story. She taught her lesson very well. After telling her story and giving clues that defines main idea, she asked her class what they think main idea means. I think that it is a brilliant way to make your students think and connect. Her students were able to use context clues, and they were able to come up with their own definition of main idea. I noticed that Ms. Bannon used a projector to project the pages of the book so that her students can read along. It is a good way of getting student involved. It also allows for students to practice reading, while Ms. Bannon’s reading out loud. After that, she made her students communicate with one another. It is important to let students communicate with one another. Students interacting with one another is a positive learning technique because they can learn from one another. Also, that way Ms. Bannon is not the only one doing the talking, and that way there wouldn’t be so many teacher to student

Transitions are a fundamental part of any classroom, but they are particularly prevalent in preschool classrooms. The effective management of classroom transitions has many positive effects, such as increasing available instruction time and decreasing opportunities for problematic behavior to arise. The article classifies management strategies into three categories: environmental arrangements, antecedent interventions, and peer-mediated procedures.

Because he thrives and depends on routine, I do my very best to keep it the same. So, on school days, we get up at the same time, have the same breakfast, and get dressed quickly. Then as a reward, we usually watch a few minutes of his favorite cartoon.

She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.

Although the mean scores between the two groups were relatively close for both transfers (annotated 3.21 higher than traditional) and ROM/MMT (traditional 1.00 higher than annotated), there was only a statistically significant difference for the transfer training. A number of implementation and qualitative differences may have affected the results.