As the teacher circulates, he/she also keeps the students on task rather than daydreaming or talking with one another. This is an efficient approach, since no time is lost handing out papers or assisting a student. It is important to note that this second teacher is just as important as the one leading the class, since he/she offers individual support and tutoring.
Although the two teachers are on equal footing, a drawback of this approach is that the students often see a hierarchy between the educator at the front of the class and the one circulating. In addition, the compatibility of teachers is important, as teachers must be comfortable fulfilling lead and supplemental roles, which can potentially result in a power struggle.
Station Teaching breaks the classroom into more manageable groups following specific characteristics. Students may be grouped heterogeneously or homogeneously by skill level, or learning style, or special needs, etc. Classroom stations will be set up at various locations throughout the room and be designed to cater to different, small groups. Students will spend time at one station before rotating to another. Typically teachers using this model will develop their own content for the specific stations they are responsible for facilitating. This model naturally provides small working groups and differentiated instruction. It can be beneficial in teaching to the specific needs of students, such as a group of ELLs or students who require kinesthetic learning. In working with multiplication, teachers could set up different stations that used arrays and manipulative and a math fact song in both English and Spanish so that students could learn the concept through different modalities and reinforce the language needs...
I chose this student as one I would mentor using the teaching techniques. I chose scaffolding techniques of personalizing the curriculum to his specific needs, working to determine what his interests were. After speaking with him, it was apparent he had little confidence in his ability to analyze, make intelligence remarks and confided in me he was intimidated by the far more participative students in the class. It was
Teaching Journal Today being a productive teacher is more challenging than ever. Children are much more used to varied classroom approaches, with the Internet, computers and other electronic equipment becoming the norm. Gone are the days when students sit quietly in their seats while the teacher stands and does mathematics on the chalkboard and reads from a textbook. I believe I am well prepared to meet this educational challenge. I know it
In turn, teachers and their leaders should take steps to increase the responsibility for managing their schools and assessing the performance of their peers. (1990) The work of Charles Kowalski entitled: "Caring for Teachers in Uncaring Schools" (2002) states that stress in teachers "can be more insidious than in other professions by its "fuzzy" nature: it arises from a vague system of rules and returns; it is often self-inflicted; and
S. Department of Education presented a five-year grant to University Research Co's - URC Center for Human Services to work in collaboration with McDaniel College. The project is intended to act as a source to McDaniel to expand and execute a high quality bilingual education/ESL teacher-training program. By this project, CHS/McDaniel will offer various professional development openings to public school teachers and administrators, including workshops, graduate courses in bilingual education,
2007)." The authors also explain that there is a great deal of interest in the concept of school engagement because it is believed to be influenced by environmental changes (Fredricks et al., 2004; Dotterer et al. 2007). As a result of racial and ethnic achievement gaps, the study of school engagement amongst students of color is essential to closing these gaps. Previous research uncovered a pattern of underachievement in
" The study also found that the promotion of personal teaching efficacy was most evident in schools when other teachers and administrators set goals that were high but achievable, the school climate was organized and serious, and when academic excellence was highly regarded (Hoy & Wolfolk,1993). In addition, teacher efficacy had a great deal to do with the perception that principals could influence their superiors. That is the influence of administrators
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