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 clear he needed to gain confidence in his ability to learn and speak. The paradox was that he was scoring well on test and quizzes yet rarely said anything and seemed to be bored at times in class. In coaching this student through a personalized lesson plan, I concentrated on the areas of his strengths in social studies first. He had an innate ability to define abstract ideas well, and could white board them well. I had him walk through ideas on the whiteboard and coached him like a football coach provides a lineman or running back with feedback of when and was to make a cut during a specific play. Soon we had a playbook together on which areas of the class he was getting to be an expert at. I realized through this experience that he didn't feel like he "owned" a part of the class. This finding startled me personally and soon I looked at my students as "owners" of knowledge or experience. This was another way of looking at mastery of a subject. As the troubled student began to "own": the most challenging areas of social studies his confidence soared. We set a goal that he would go to the white board at least three times this semester and lead a discussion of the topics he "owned.,"...
By the end of the semester he was leading class discussions on the topic.
Scaffolding serves as immediate need of creating lesson plan customization and support for specific student needs. Over time, I observed this student gain greater mastery of the subject and find purpose in studying American history. We set the goal of having him go to the whiteboard and lead discussions of World War I at least three times during the semester. We practiced and walked through concepts. As I learned
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business
visual cues come from students developing knowledge of letter/sound relationships and of how letters are formed what letters and words look like often identified as sounding out words Example 2- Phoneme Awareness -- Recognizing Rhyme Assessment (Klein, 2003). Instructor: Says two-three words that rhyme: fat, cat, bat Model: These words have the same sound at the end so they rhyme; cat and mop do not rhyme because their sound is different. Share: Listen to
Teaching Communication Skills for Students With Autism The conditions for diagnosis for autism that are presently prevalent within the U.S. are those mentioned in the American Psychiatric Association, Diagnostic and Statistic Manual for Mental Disorders," Fourth Edition, which is generally pinpointed as 'DSM-IV." Autism is taken into account by the Diagnostic and Statistic Manual (4th Ed, DSM-IV, American Psychiatric Association, 1994) as an existent development disorder (PDD) that is impacted by
The Teacher and Principal Relationship with the Principal as Leader Research indicate that the primary role of the principal is that of the school "leader." The decision a principal makes concerning the issue of instructional leadership and the extent to which that principal develops the skills needed to exercise appropriate instructional leadership will influence what does or does not happen in classrooms throughout the country. Marks and Printy (2003) agree that the importance of the instructional leadership
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