Lesson

the children were allowed to shout out the answer while other time she required children raise their hands to be called on before blurting out an answer. Instructional Groupings- Ms. Reel combined her methods of teaching. At the start of her lesson the class was taught as a whole and when students needed help they would raise their hand and she would help them individually. Although I did not observe it during my time in her class, she did have a horseshoe table set up where she could work with

classes, I taught Mr. Brewer’s and Mr. Craig’s lessons verbatim word for word from their lesson plans or created lesson plans that were very similar to them. This gradually changed throughout the course of my clinical experience; and towards the end, I began to teach lessons that were uniquely mine. I started to plan and teach lessons that incorporated a lot more of my style and personality than the lessons that Mr. Brewer and Mr. Craig had; including lessons that Mr. Brewer had decided to steal for

kept emailing my supervisor and told her how I was not confident about myself; I remember I failed to speak English fluently for the beginning few weeks since I noticed that my mentor and my students were judging me while I was speaking; I rewrote my lesson plan for more than three times to meet my mentor’s expectations… my voice might be a little bit shaky when I was first observed. And I kept talking to make the class more teacher-centered so that I could control the class better. It is so magic that

the classroom while the teacher was teaching the students. At first, I felt awkward because all the students were looking at me. I recall being so shy and at first, I would just sit and observed most of the time. As soon as the teacher finished her lesson she finally presented me to the class and that’s when I felt welcomed. My Learning-

behaviors, and statements (p. 129). Evidence should be nonjudgmental, specific, and not include a statement of the administrator’s interpretation of the evidence. According to the Danielson group, feedback should remain true to the facts of the lesson, void of stereotypes, opinions, bias or interpretations, and evidence collected should be aligned to the components of the Danielson Framework (p. 1). The Coeur d’ Alene School District’s Policy 5340 outlines the district’s teacher evaluation

We have the PPP structure we can develop it more and know the time for the lesson. We can also but the PPP time pyramid like divide the time to three sections and its presentation , practice, and production. Also introducing a new material to your class and material should be familiar to your students. More than get animated so the teacher not all time teach the lesson she also can do other thing so you can take a break time with your students and doing some funny thing

of their math lesson, she went over everything that the students had already learned and gave her students an overview of what they will learn in their lesson for that day. Set/Closure Describe the teacher’s “set” (the way he/she opened the lesson). How did he/she begin the lesson in order to gain student interest? Was it effective? Why or why not? How did the teacher close the lesson and summarize/solidify the important concept(s) for the students? The teacher begins her math lesson with all her

Rationale for plan: Kai has been exhibiting behaviors this 2017-2018 school year. He has a new teacher and a new one to one. Target Behaviors 1. Defiance- Will be defined as anytime Kai refuses to follow the directive or instructions as given to him by the teacher. 2. Aggressive behaviors- Will be defined as anytime Kai attempts to hit, kick, push, grab, or throw an inanimate object towards a student or teacher, or stomps his feet. 3. Using foul language- Will be defined as Anytime Kai

counterclaim about the Neolithic Revolution. I think students might not understand the author’s argument because of their own bias knowledge of the positive impacts of the Neolithic Revolution brought to humans. However, this is the point of the lesson. I want to present students with two arguments and have them decide if the Neolithic Revolution was a positive or negative impact on the development of civilization. In addition, there are unfamiliar words that students will not understand. The strategies

students were encouraged to identify and note the colors, shapes, and lines in Vincent van Gogh’s piece, “Irises.” After reviewing the original piece, the students can start creating their own crayon-resistant art. The most interesting thing about this lesson to me was that it was created for children with autism. I have a binder that I put special education and autism accommodations and school assignment ideas in because I am majoring in it. I really enjoy when the author of the assignment relates the