Language classroom

Science Instructional Analysis and Methods class has afforded me countless learning experiences which I have taken into my intern classroom. I have several take away for this fall’s science methods course. The first being, in Methods class I learned to work in distinct groups of with peers of various levels. My peers who are experiencing classroom teaching for the first time and the graduate interns. Surprisingly, I learned from working with both of these groups. From the graduate level students

Routines such as morning meeting. Having a daily routine can help children develop a sense of security and self-discipline. With this information, I can also start the day with a morning meeting. This will allow the student to know once they enter the classroom, the first thing will be our morning meeting as our regular routine. Morning meeting consists of four main parts. They are greeted, share group activities and news/announcements. Having morning meetings in the beginning of the class is a great way

item found in the classrooms was spanish and english words, they were written on the cabinets to let the children know what is behind them. What should have been included with this, is a picture to give a clearer idea of what the words actually means. In the UPK room the rugs did not have literacy like they did in the fist room of observation. In The Effie-Bennett Powe Center the rugs had Spanish and English on it. This is two different ways to show the use of different language for diversity. Shape

remarked. Mr. James glanced to the right of the classroom and hears Steven and Christopher debating on the new disease girls have called the “cooties”. “Steven and Christopher you know there is no such thing as the cooties, right guys?” Mr. James implies. “But there is Mr. James. All of the boys around the school are talking about it and I am terrified to catch the cooties,” Christopher responds. “Billy wake up”, Mr. James directed during 5th grade language. “I’m so bored Mr. James. This all boy class

faster if only...” If so, please list and describe as many of the things or situations as you can to which this statement would apply: 1. …the director would use email or text instead of calling on the phone. 2. ...a computer was available in the classroom with projection capabilities. 3. …proper materials were available. Either a book for each student or extra copies of pages discussed on a given day or an online version of the book. 4. …there was better communication between ELL teachers and administration

able to observe two classrooms that each offer a number of students. I have been enjoying the opportunity to observe and help out in a fourth grade class, taught by Ms. Hammes, and a second grade class taught by Mrs. Hyatt. All of the students vary in academic levels and abilities, some having exceptionalities or needs have to use resources that are offered by the school. I have been able to observe students with learning disabilities, physical challenges, gifts, and language barriers. I have also

The introduction assignment was designed to introduce the students to the classroom blog and provide an opportunity to create background knowledge for the novel study. The seventh grade novel study – The Pigman Student Introduction: The Pigman novel takes place in a New York Suburbs and the main characters visit the Bronx Zoo. Students

Introduction The article, Literacy-Rich Environments, by The Access Center, informs the reader on the several ways to create a literacy rich environment for early childhood classrooms. Literacy development needs to be supported from the very beginning of a child’s life. Due to culture, some students will enter school without any prior knowledge of literacy (The Access Center, 2007). It is the duty of the educator to facilitate literacy development, and provide students with an environment full of

are enrolled in a full-inclusion kindergarten classroom. The method describes the participants as two children diagnosed with autism and had language skills that were appropriate for the Social Stories intervention. The participants were in two different general education kindergarten classrooms, full-time at a public elementary school. The fist participant, Matt, was a 6-year-old Asian American boy who had a teaching assistant assigned to his classroom and the second participant, Ted, was a 5-year-old

Jones defines classroom management, detail the primary tenants of his system, discuss the differences and similarities of Dr. Jones’ system to the research and ideas we’ve learned about in class, and present how the ideas from Tools For Teaching have practical application in my own future classroom. Dr. Jones defines classroom management as “the skills that exceptional teachers use to make classrooms come alive.” He further defines these skills as “the business of enforcing classroom standards and