English classroom

The learning environment I chose to create mirrors what my high school English class would ideally look like if money was no object. According to the USC Rossier School of Education, on average, students in the United Stated spend about 11,700 hours of their lives inside school buildings. I chose to design a comfortable, calm learning space, that reflects passion-based learning, with a neutral color scheme and flexible seating arrangements to optimize my student’s learning style and environment so

Diversity of English is forever adapting and advancing across the world and within the classroom over the centuries. As year digress and new influences are introduced completely changing the way linguistic skills develop and how socially we use different devices and skills passed on from different generations older or younger. Establishing so many variations of English’s ,different cultures have quickly developed from each generation with a more adapted vocabulary having been influenced from different

In this Summer English session in room 303 I learned a lot of interesting things. I spent a lot of time in this room with several people. I spent my summer school session reviewing texts such as Edgar Allan Poe, and General George Washington excerpts. I found a lot of the text very interesting and intriguing and I thoroughly enjoyed Mr. McGee’s extensive lectures. I absolutely love lasagna. Through his lectures, texts, and interesting insight on respect. I learned several different important aspects

The articles reviewed until now have made no distinction between English-speaking students and minority language speaking students even though the latter face these same challenges on top of the added and unique obstacle of language. Jim Cummins, in his article Multilingualism in the English-Language classroom: Pedagogical considerations, addresses the obstacles minority speaking children face in monolingual classrooms and how taking advantage of their native language would actually improve their

topic I chose to focus my synthesis paper on was differentiating instruction in the English Language Arts classroom. I selected this particular area as my focus because I am a sixth grade English Language Arts teacher and am always looking for ways to better diversify what I do in my classroom to help all of my students. I found three wonderful articles that gave me fresh perspective on ways to help my classroom be more successful. The articles I chose to focus on involved using journal letters

Introduction Working in a classroom with English Language Learners can be a great learning experience for those going to school to become teachers. Something that I was curious about in the kindergarten classroom that I am in, is how the ELL student’s in the class could learn different educational skills in a way that would be beneficial to them. What are the different strategies that teachers can use with ELL students to make them better learners? Through my question, my hope is to find out different

Improving teacher–student interaction in the English classroom Acknowledgement I would like to acknowledge all the students and the teachers from Newman Catholic College who helped and guided me to formulate my research topic, as well as, the process of carrying out the action plan. Abstract This paper offers an example of how to apply action research to improve and explore the patterns of teacher-student verbal communication that existed in my classroom. Pre and post survey and teacher observation

Misconceptions in an English Classroom As the great Hannah Montana once said in her hit song “Nobody’s Perfect”, “Everybody makes mistakes / Everybody has those days.” These lyrics relate to the fact that, since nobody is perfect, everybody has misunderstandings – this is especially true in a school environment. When thinking about the misunderstandings that can occur in an English class, many people will often think of grammar and writing related misunderstandings, which are fairly common, but some

Technology and the English Classroom To deny the power of technology in an English classroom is to deprive students from an enriching and revolutionary experience. Unfortunately, it is hard for many English teachers to face the realization behind this analogy. Members of this outdated group feel that technology would require them to put down their beloved novels and anthologies, throw away their countless photocopies of Langston Hughes poetry, and even close down the school library

Explicit writing instruction combined with providing detailed and effective feedback is the driving force English language students need to be successful writers. Educators agree that written feedback is needed and should be applied with the intent of improving student’s writing skills. Unfortunately, educators and researchers often disagree on what written feedback method should be used, when students should be corrected and how often. In an effort to establish a widespread view on the subject,