I think the writer provided the facts of both reading and gaming to make a realistic approach towards the reader. When I read “Why Games Are Good for You,” I looked for the argument and the information that was provided to support that thesis. Because I am a little impatience, I tend to read things and miss important information, so I had to read the article a couple of times to understand it. For example, while I was reading the article for the first time, I missed the line “video games were invented and popularized before the book.” Although, it’s just a small part of the article, but the statement supported the thesis. I feel pretty confidence towards writing the essay.
Ann Powell- Brown solicited a straightforward but provocative question: “(2004, p284–288) The answer that was instantly retorted was ‘certainly not’, but after a moment, the magnitude of this question echoed within my mind and led me to stop and examine my own views and feelings regarding this, and furthermore, led to the professional questioning of how could teachers enable literacy if there wasn’t a love of reading? As a teacher of Early Years, with more than a particular interest in literacy, I psychologically recognise that some people, perhaps even some teachers, might not enjoy the activity of reading. However, it is hard to imagine that there are any teachers who dismiss the enticement of fingering a freshly printed page within a new book, or do not become excited by the most recent publication of a favourite author. Likewise, it is questionable that there are some teachers whom may not enjoy finding refuge in well resourced school libraries or high street bookstores to peruse the numerous texts available at their fingertips. As a teacher, and life-long reader, I believe both professionally and personally, that positive literary backgrounds, gained from a love and interest of books from childhood, enables a teacher to have an enthusiastic confidence in supporting the children in their care within the classroom, and to embrace, support and nurture a growing enjoyment of reading.
Growing up, math teachers always seemed surprised when I showed competence manipulating objects and shapes. Teachers even went so far as to tell me usually boys have better spatial sense. Reading the authors’ acknowledgement of the fact people are not simply born with or without spatial sense was very interesting to me; this statement made me wonder how I can foster this skill in my own students. Similar to number sense (defined and discussed in chapter two of this same text), having spatial sense is crucial to understanding geometry. Knowing that mathematics in general helps to formalize the ability to be able to grasp, visualize and represent the space in which we live, it stands to reason that learners who are able to display an understanding of spatial sense have a better understanding of the fact that
On page 279, Scout finally understood Boo well, and she felt that she had developed so much that “there wasn’t much else left for her to learn, except possibly algebra.” This sort of progress in Scout’s character made the story much more interesting for me, and helped me to better recognize the messages that the author was trying to convey. I also thought that the author used
I was in your spot today graduating from elementary school and thought that I would never need to learn or use those concepts I had chosen to overlook. I thought that math was done, and that calculators would figure out everything for me. I was wrong, I was terribly wrong. Math is so much more complex than that, and it’s so embedded in everything we do every single day. If I could go back to sixth grade there are many things I would tell myself.
I liked that my teachers new me on a personal level. They knew my strengths and weakness in school. Kindergarten to second grade I never had a problem with reading or writing. When I entered the third grade the expectations of knowing how to read turned to reading and comprehending the meaning of the text. I thought that this would be very easy for me because I could read the text so why couldn’t I just comprehend it?
Computers have programs that will pronounce words and correct the word spelling. That takes away from a child learning the basics to understand how to do things on their own. Math is another issue. Kids and some adults don’t know how to do basic math problems without a calculator. On the other had we have Fredrick M. Hess, feels that computers can help with innovation and reinvention in education.
There are many negative situations which often happen in a structured setting, such as the classroom, that causes teachers to have to do more than just teach. Teachers should have their classrooms set up with ideas and learning centers that will help students with their learning. There is not just one guideline on how the classroom should be set up. Different teachers have different learning techniques. Most teachers find what works for them and this is how they teach.
This does not take away from instructional time. I have less interruptions and students’ do better work, as a result. During math classes, my biggest motivator is seeing students doing their best work and possessing the capability to explain the steps to their answers. Encouragement and giving the students examples of when I have felt like giving up, helps them. The students and I compare what they did not understand before with what they understand now.
Teachers face challenges that impact on their teaching and on the students they educate. Some of the main challenges include the reality of teaching one or more students with diverse needs in a mainstream classroom and the time needed for behaviour management of students with diverse needs. Other challenges are ensuring that they communicate effectively with students so they have the optimum success of learning and adjusting the curriculum to ensure equity of learning for all. Another challenge is co-ordinating the other professionals and school learning support officers (SLSO) that will share the classroom with the teacher on a daily basis. This adds pressure to the teacher’s day as they then have to supervise them.