I check for understanding and try to engage my ELL students to actively participate in the lesson. When they are done, I then ask each group to share their fact sheets and for the rest of the class to fill out the Navajo Culture handout on the board from what they learn from their classmates. When each group has presented their fact sheets, I instruct the students to fill out the other part of the Culture handout with their own culture. We then put those answers on the board. I instruct the students to put away their worksheets until tomorrow and project cloze sentences with the new vocabulary.
As the year goes on, I can gradually add more work. Each day when they enter the classroom, dropping off their take home folder will be routine. I will collect their homework assignments from their folders and return their folders back to them, along with their weekly assignment sheet. Their weekly assignment sheet will always stay in their homework folder. If assignments aren't turned in for the day, I will ask the student why it wasn't completed and send a note home to the parents.
The meeting begins with introduction’s by the team coordinator, special education teacher, general education teacher, parents, the student, the school psychologist, a representative from the middle school that the student will be attending, a note taker, and the assistant principal who is the representative for the school district. The committee has provided drafts for the parents and other members of the group. They
There has to be some kind of system to let the students know how they are doing (383). In this essay Mandrell presents her trial of testing the non-grading system and whether the students have the drive to learn the curriculum set by the teachers. Mandrell’s own account starts in her high school senior AP English class. Mandrell noticed how most of the students were wishing that they still had junior English class. A handful of students mouthed off about how their junior English teacher, Mrs. Thornton, hardly ever gave out hard assignments.
She welcomed all of her students at the door; we went into the classroom, hung up our jackets and sat down at our desks. I can remember the crayons and the pencils we were given, a piece of paper and listening to the teacher tell us what we were going to learn in first grade. The teacher actually taught us how to print our name. It was part of the basic curriculum of reading, writing and arithmetic. This is where you learn how to print and write your name and practice your penmanship.
She is mostly in her office or running from classroom to classroom, talking to the teachers of the students in LAC and keeping track of what each student is working on and has to complete. Students come to the LAC to receive help with homework, write tests, or just to hang out and relax throughout the day. Most of the students that I have met in the classroom seem completely normal but they come to LAC
My days are filled with communicating with the staff at my children’s school and using the internet to correspond with my instructor for school. The types of communication with the teachers and faculty at the school consist of me talking to the instructor and delivering messages to the other members of the staff. I communicate with some students some of the time by answering questions for them and showing them whatever the teacher has just taught. When they have computer lab, I am there to assist the teacher with showing the kids how to do what she is telling them to do. There is lunch where I have to make sure the students all get their trays, eat and throw the trays away.
I noticed that in the back of the classroom, there was a huge shelf containing books organized in different levels like magazines, realistic fiction, non-fiction, Times for Kids, National Geographic and so on. Throughout the class, there were some hanging instructions of how to take good notes, how to be a good listener, and what rules to follow. On the right hand side along the wall, there were 4 computers where students could use to do Kid-Biz or On-line activities. After Mrs. M. settled in, she finally asked
Welcome to Art Class! I see some students, like Allison, are in their seats with their pencil cups and tablets out and ready to go! Thank you for that!” Stage 2: Trigger Teacher: “Today, I thought we would draw and write about our favorite pet.” Student: [Allison looks upset, angry, and sighs deeply.] Teacher: “Allison, is something wrong?” Student: “No.” Teacher: “OK, class, please get started and I’ll be coming around the class to see how you’re doing.” [Teacher goes over to student, and sits about three feet away to speak privately.] Student: “WHAT DO YOU WANT??!
This means that they ask the class and as students put their hands up; they take ideas and record them on the board. Meanwhile, all the other students record the quotes and interpretations in their own books. 6) Do the same for all the quotes/statements. At the end of the lesson, pupils should have two ‘thought showers’ and should be familiar with images of darkness and light in Of Mice and Men. 7) In the plenary session, or even through an essay, they should consolidate all that they have learned on this.