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 to modify my teaching style to restrain myself from carrying the class from a response standpoint, this student began to progress. I deliberately began leaving out aspects of Word War I history and would look to him to fill them win when I asked questions of the class. Soon, he was participating and is now on his way to presenting three times in front of the class. What this experience showed me was that having emotional intelligence and situational awareness as an instructor is critical if students are to be given the opportunity to intellectually challenge themselves. It also showed me that too much coaching, too much sharing of information was actually making some of my students pull back from participating. Being comfortable with silence in the classroom after asking particularly challenging questions is never easy; one feels as a teacher that silence needs to be filled. Yet as Mrs. D'Amour has pointed out, these silences are exactly what students need for reflection as well. All of these factors came together based on the experiences of helping this young man realize that learning isn't situational or external, it's about facing down challenges within yourself to grow intellectually, socially and emotionally. The experiences of working with scaffolding techniques for this young man also showed how critical it is for students to have a strong sense of mastery over a subject, along...
These insights gained form the scaffolding exercise also illustrate how important inductive reasoning is to the learning process. What unified or galvanizes all of these aspects together from personal experience, as was very clear form working with this young man, that just the act of creating an individualized lesson plan communicated that the faculty of Myra S. Barnes Intermediate School believed in him; they are in his corner.
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 Rubrics and Checklists Teacher Created Checklist for Classroom Threaded Discussion Check off the following requirements as you leave your posts: Did I leave an initial introduction post? Do I have an identifying image? Did I respond to my teacher's posted questions? Did I respond to at least three student posts? Do I have accurate spelling and grammar? Do my posts use appropriate language? Were all of my posts original thoughts and my own work? Grade Sheet for Technology Projects Portion
The two sets of works, where posted and some of the other students also felt a desire to turn their art projects into monsters and/or creatures that expressed how they felt about trying the new food. The work proved to express both positive and negative expressions of allowable likes and dislikes. Regarding the whole Exercise: When the lessons where completed parent volunteers expressed that their children had been more frequently asking
Teaching Unit for an 8th-Grade Language Arts and Literature Class Contextual Factors Community, District, and School Factors Classroom Factors Student Characteristics Learning Goals and Objectives Pre-Assessments Aligned with Learning Goals and Objectives Evaluation of Pre- and Post-Assessments Criteria Used to Measure Student Performance for Learning Goals Plan for Formative Assessment to Gauge Student Progress Design for Instruction Explanation of Selected Activities: No. 1. How Content Relates to Instructional Goal(s) and b. How the Activity Stems from Pre-Assessment Information and Instructional Context Materials and
I learned that different people expect different things at hotels, for example, many of our British guests arrived with their own towels, while many of our North American guests were never satisfied with our air conditioning services, despite the fact that many of our local guests found the hotel to be too cold. 2. It is important to be aware of the cultures involved in one's staff. This comes into
Teaching Video-Journal to Adult Learners It is a widely-accepted fact that the process of reflection is a fundamental construct of transformative learning, allowing learners to make deeper meaning of their life experiences, attitudes, and assumptions by linking the same to the conceptual models and theories of their actual practice (Lamb, Lane & Aldous, 2013). Researchers contend that the developmental process of having to nurture the abilities of learners by exposing them
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now