The everyday conversation involves language uses. There are many ways of conversation, and it can be influences by different regional, ethnic, family background, age and gender. In Deborah Tannen’s research of the “gender in the classroom” stated about that female and male mix up class, men take the role in the class, which talks more than women. However, record to my own knowledge and research I did not support the statement, like in my English class the female and male students are equal, yet female talks way more than male. Therefore, I disagree with Tannen’s theory, “[…] speaking in a classroom is more congenial to boys’ language experience than to girls’ […]” (164).
* TTW explain to students that they will need to pay attention o the story so they can know what colors to mix. Procedures * TTW instruct the students to gather around the carpet sitting in their assigned spaces, criss cross apple sauce with hands in their laps, and with their listening eyes and ears. (1 min.) * TTW begin reading the story (10 mins) * TTW then discuss the story with the students afterwards. (5 mins) * TTW ask students to predict what they think they will happens to the colors (2 mins) * TTW break students into groups and have them sit down in their assigned spots (5 mins) * TTW explain to the students that they are going to do a mixing color activity ( 5 mins) * TTW pass out each child a bag of shaving cream, and a sample of two paint colors ( 5 mins).
When students see others doing this it quickly reminds those who may have forgot that they too need to place their homework in the basket. Mr. Collet is then able to quickly see who has turned in homework and who has not. He also has provided the opportunity to each parent to purchase a daily planner; the planner allows the student to write down daily homework assignments for each class period and parents may follow up by looking at the planner nightly to ensure that the work is getting completed. Mr. Collet also allows for the students to participate in deciding what homework assignments are going to be assigned. Students get to give the opinion on what is best for them to learn from by helping Mr. Collet collectively agree upon what material they will have homework on.
Series of this type of prompting encourages organization and constructive skills. Finish the lesson with a pencil drawing, adding color with Crayons. | The teacher chooses a ‘Starfish Student’ for the week. Each student writes 4-5 sentences explaining why the student deserves to be the Starfish. This includes a colorful picture to embellish their personal thoughts.
This handout has one column for the Navajo Indian's culture and one column for the students' culture. It also has three boxes under each column for them to fill in their facts. For example, if their topic is food, they would research three types of food the Navajo ate on one side and on the other side, three foods that they eat. As the students work, I circulate the classroom to make sure that the groups are working together and understand the assignment. I check for understanding and try to engage my ELL students to actively participate in the lesson.
The seventh grade population consisted of 20 males and 11 females of which 19 students were Latino and 12 students were white or non-Latino. The study skills teacher introduced new vocabulary on the first day of the lesson. During this time students completed context clue exercises which enabled them to work directly with the vocabulary by creating sentences and using dictionaries to get accurate definitions. At
Brenton Brister Prof. Choi 9/29/08 Sociology A Class Divided – Topic 2 During the course of the film, “A Class Divided” a gradually learned response to the people on the bottom of the experimental hierarchy was developed by the ones on the top. The teacher demonstrated the numerous ways that people might act on racial prejudices and the various reasons for their beliefs. In the classes of third-graders, it is relatively simple to see and understand how certain rifts can and do form between groups of the children. Due to the fact that the children are currently at a developmental level of their personality, the ability to obtain a learned response to racial prejudice is easy to understand. Whether it is a response that is one of the superiority side, or the reaction that is born of being the ones under oppression, the lesson enforces the idea that enables the brown-eyed and blue-eyed people to in turn learn the ways that racism is acted upon.
The findings of the research was reported to have adequate reliability and validity. The researchers also found a statistically significant difference favoring the treatment group on two of the four schedules. The independent variable did not relate directly to academic achievement. The researchers also conducted an experimental study to evaluate the effects of the FAST program (Families and Schools Together) The study was conducted with Yup’ik children focusing on mathematics concepts of area and perimeter. Assignments of subjects was prepared by randomly assigning teachers to one group or the other.
Then students were experimented with a test that would go towards their grade and extra credit if they volunteered students that volunteered there were 129 from the list and 60 of students were chosen, had to think out loud and they were split up into three groups based on the performance of their three previous 70 question exam. And the 20 “A” students scored greater than 90, “C” students had averages of 70-76 and “F” students scored an average of 60 and each group was consisted of 12 females and 8 males. Then they tested “M” students which were allowed as much time to complete the exam, which was still 70 questions. They students who did the exam said it was an ease with the instruction they had on the exam. With the A, C, And F
COMPONENT ONE TASK 4 – FOCUS ON THE TEACHER´S LANGUAGE I. Introduction In the following paragraphs, I will analyze my language in the classroom in terms of its accuracy and appropriacy for teaching a lesson. I quote six samples from Elementary level (A2) young learners who can understand and follow most of the teacher’s instructions in the lesson and express themselves in simple language. This lesson starts with a brief review of the previous reading seen in class “The Moon Tree” in order to review the comprehension of the text. II.