Reflecting on the feedback you received from your mentor teacher on your lesson, identify one strength and one opportunity for improvement. Student I ensured that all students felt safe and included in the classroom. I used interactive activities such as reading aloud, writing exercises, and word sorts to actively engage students in the learning process. I used positive reinforcement to motivate students and boost their confidence. For instance, when a student correctly identified and pronounced an r-controlled vowel, I praised their effort and achievement. To promote a positive and collaborative learning environment, I divided the class into small groups and turned the activity into a friendly competition. Each group was tasked with sorting the words and presenting their findings to the class. T Teacher Response The teacher candidate creates assessments to measure individual and group performance, then designs and modifies instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds to the next level of development and uses assessment information to design, or modify instruction to meet identified learners' needs. The teacher candidate creates developmentally appropriate instruction based on each individual learner’s strengths, interests, and needs, enabling the learner to advance and accelerate their learning and adds to or modifies lessons to provide varied learning experiences. The teacher candidate collaborates with families, colleagues, and other professionals to promote learner growth and development and communicates about procedural issues, schedules, and requirements. The teacher candidate adapts and delivers instruction in multiple ways, using multiple perspectives and appropriate resources, to address each learner’s diverse strengths and needs and identifies appropriate resources. The teacher candidate makes appropriate and timely provisions (e.g. pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual learners with particular learning differences or needs while building on each learner’s prior knowledge and experience and identifies learners' prior knowledge and experience. Student I ensured that all students felt safe and included in the classroom. I used interactive activities such as reading aloud, writing exercises, and word sorts to actively engage students in the learning process. I used positive reinforcement to motivate students and boost their confidence. For instance, when a student correctly identified and pronounced an r-controlled vowel, I praised their effort and achievement. To promote a positive and collaborative learning environment, I divided the class into small groups and turned the activity into a friendly competition. Each group was tasked with sorting the words and presenting their findings to the class. T Teacher Response The teacher candidate creates assessments to measure individual and group performance, then designs and modifies instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds to the next level of development and uses assessment information to design, or modify instruction to meet identified learners' needs. The teacher candidate creates developmentally appropriate instruction based on each individual learner’s strengths, interests, and needs, enabling the learner to advance and accelerate their learning and adds to or modifies lessons to provide varied learning experiences. The teacher candidate collaborates with families, colleagues, and other professionals to promote learner growth and development and communicates about procedural issues, schedules, and requirements. The teacher candidate adapts and delivers instruction in multiple ways, using multiple perspectives and appropriate resources, to address each learner’s diverse strengths and needs and identifies appropriate resources. The teacher candidate makes appropriate and timely provisions (e.g. pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual learners with particular learning differences or needs while building on each learner’s prior knowledge and experience and identifies learners' prior knowledge and experience.
Reflecting on the feedback you received from your mentor teacher on your lesson, identify one strength and one opportunity for improvement.
Student
I ensured that all students felt safe and included in the classroom. I used interactive activities such as reading aloud, writing exercises, and word sorts to actively engage students in the learning process. I used positive reinforcement to motivate students and boost their confidence. For instance, when a student correctly identified and pronounced an r-controlled vowel, I praised their effort and achievement. To promote a positive and collaborative learning environment, I divided the class into small groups and turned the activity into a friendly competition. Each group was tasked with sorting the words and presenting their findings to the class. T
Teacher Response
The teacher candidate creates assessments to measure individual and group performance, then designs and modifies instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds to the next level of development and uses assessment information to design, or modify instruction to meet identified learners' needs. The teacher candidate creates developmentally appropriate instruction based on each individual learner’s strengths, interests, and needs, enabling the learner to advance and accelerate their learning and adds to or modifies lessons to provide varied learning experiences. The teacher candidate collaborates with families, colleagues, and other professionals to promote learner growth and development and communicates about procedural issues, schedules, and requirements. The teacher candidate adapts and delivers instruction in multiple ways, using multiple perspectives and appropriate resources, to address each learner’s diverse strengths and needs and identifies appropriate resources. The teacher candidate makes appropriate and timely provisions (e.g. pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual learners with particular learning differences or needs while building on each learner’s prior knowledge and experience and identifies learners' prior knowledge and experience.
Student
I ensured that all students felt safe and included in the classroom. I used interactive activities such as reading aloud, writing exercises, and word sorts to actively engage students in the learning process. I used positive reinforcement to motivate students and boost their confidence. For instance, when a student correctly identified and pronounced an r-controlled vowel, I praised their effort and achievement. To promote a positive and collaborative learning environment, I divided the class into small groups and turned the activity into a friendly competition. Each group was tasked with sorting the words and presenting their findings to the class. T
Teacher Response
The teacher candidate creates assessments to measure individual and group performance, then designs and modifies instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and scaffolds to the next level of development and uses assessment information to design, or modify instruction to meet identified learners' needs. The teacher candidate creates developmentally appropriate instruction based on each individual learner’s strengths, interests, and needs, enabling the learner to advance and accelerate their learning and adds to or modifies lessons to provide varied learning experiences. The teacher candidate collaborates with families, colleagues, and other professionals to promote learner growth and development and communicates about procedural issues, schedules, and requirements. The teacher candidate adapts and delivers instruction in multiple ways, using multiple perspectives and appropriate resources, to address each learner’s diverse strengths and needs and identifies appropriate resources. The teacher candidate makes appropriate and timely provisions (e.g. pacing for individual rates of growth, task demands, communication, assessment, and response modes) for individual learners with particular learning differences or needs while building on each learner’s prior knowledge and experience and identifies learners' prior knowledge and experience.
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