Next, the teacher will hand out the math notes, so the students can follow along. Having math notes that students can keep in a binder and refer back to is real helpful in math. Next the teacher will ask the students to think about how many problems are on their normal math test, this number will be the bottom of the fraction. Then the teacher will ask the students for a number to put in the numerator place. Now that we have a fraction the teacher will show them how to find the percent by making an equivalent fraction.
Yet when confronted with instructional obstacles and time management, the teachers go to the labeling discourse and shift all the responsibility to the ESL department. Does the writer state objectives and/or a hypothesis? The author of this paper, Bonnie English, describes the three discourses of top-down, bottom-up, and labeling for educating ELLs. Throughout the whole year from Aug-May(2005-2006), English had conversations with the team and participants in this study. These three discourses normalize particular roles and responsibilities for teachers, the ESL department, and ELLs.
She provides classrooms’ guidance with the teachers and the students. She consults with teachers on what ways they can handle daily issues, such as students that are not progressing in their academics or student who are having behavior problems. She said that she usually tries to get down to the root of the problem before she can asses the issue and resolve it to the best of her abilities. She pointed out that she might hold a meeting with the teacher and the student, upon his/her
I observed him in class because I wanted to see how he interacted with the teacher, his peers and the text that was presented. From the first observation I gleaned several things about Mateo as a student, his literacy behaviors and the educational implications created by receiving the majority of his instruction in an L2. The first thing I observed was that Mateo seems pretty reluctant to use English or speak at all
Second, is the Text meaning maker, this allows the student to ask what does the text mean to me? Third part of the model is Text user who asks, What do I do with this text? And finally, Text analyst which is where students are asked what does the text do to me? This essay will outline in greater detail only two of the four models, those being Text code breaker and Text user. This essay will look at these models and how they can be used in a classroom situation to assist students’ learning.
What does the statement, “Students not only care what you know, but want to know you care” mean to you? This statement to me means, that there are students who not only seek for a teacher with knowledge, but a teacher who will appreciate them as a student, and encourage them to succeed. This is because many students are discouraged by those teachers who are in a classroom because it is their job rather than their passion. Everyday I encounter different students with different personalities, but through my experience with children, I have learned that, the most common students are those who are in need of a caring hand and support. For example, I once worked with a group of fifth graders who were all very well behaved, but there was one boy
Not everyone wants that much help! Teachers, quit making me take notes all the time! There are certain teachers that will grade you on your notes, calling it a participation grade. That has got to be the biggest load of crap I've ever heard! Many kids like myself are blessed with the capability to understand and remember things just by actively participating in the class discussion and listening to their teachers.
I found Dr. Bill Wayson talk to be very informative and insightful. I strongly agree with much of what Dr. Wayson spoke about, especially in regards to ignorance as learned factor in school. I feel that so often teachers are rushed through lessons and classroom activities due to increased demands placed upon them. I think that as teachers we must always teach what we know and not what we don’t. While this statements sound so simplistic, it’s really being lost in the world of teaching.
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.
Assessments [pic] Grand Canyon University:ESL-523N Shaquana J. Stephens-Myers June 18, 2012 |Teacher Name: |Shaquana J. Stephens-Myers | | | | |Stages |1 for a Beginners | |Topic: | How do we use our journal? | |Content: |This exercise is given to help the students master journaling. The students will be in small groups