It will be assumed that you have read the text and have some introductory knowledge of the work to be covered each lesson; failure to do so may affect your progress in class. Your teacher will then teach you the concepts and show you how to do the examples in the workbook thus ensuring you have exemplars when completing additional questions from the workbook and texts. Your teacher also has all the worked answers to the additional questions in this workbook and you must check your answers when you
It takes into consideration strengths and weaknesses of the individual and it is a working document which is used during every lesson to monitor and evaluate learning. This document encourages students and a
When students have questions they should not be afraid to ask the teacher. For instance, some students might think or worry that their questions may sound somewhat silly, and their class will make fun of them. But this only shows that they have a desire to learn, knowledge is acquired by curiosity and it is more important to know than what others may think. Moreover, students should avoid procrastination by completing their homework and projects on time. They have to be proactive and take the initiative to cultivate these skills that will prove to be immensely rewarding later in life.
Schema Activation Activities Students who are unfamiliar with reading content based texts are often unwilling to complete reading assignments, and frequently feel at a loss for successfully analyzing and retaining the material they have read (Vacca, 2002). Successful teachers engage students in pre-reading activities which will assist in activating their prior knowledge of a subject before the reading assignment. These pre-reading activities are designed to not only engage a student’s prior knowledge, but build their schema as well. It is vital for teachers to implement pre-reading activities and develop effective relevant lessons which will incorporate the diverse backgrounds and cultures seen in today’s classrooms. Anticipation Guides The following activities are designed to increase the reader’s expectations of what they will encounter in their reading (Vacca, 2002).
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher.
With this challenge on the individual level, teachers should begin to learn the background of their students, with this new gained knowledge; know how to approach challenging each student in a different way that best suites the student. In understand how to challenge the student however, I believe that it is imperative to understand that we know some origins as to where the students drive comes from and what type of support they have at home to help them along the way. By support I mean the connection between how
Danielle Carter 2/26/2015 Mrs.Carnes My teacher observation mainly consisted of classroom management, instructions given, and analyzing a lesson. An observation is something you watch that takes place when you take notes, and witness something happening. Classroom management refers to how a teacher gains and maintains student actions. Instructions are given when the children are handed an activity, or while they progress in an activity. Analyzing a lesson is observing what’s being taught, introduced, received by kids, and used to teach the lesson.
Lastly researchers think that boys and girls have different cognitive processes that make girls better at English and reading and boys better at science and math. Overall, boys tend to read less than girls in grades k-12 because of boys being forced to read, the way they learn is different than that of girls, and lastly cognitive development of boys and girls are different. In grades K-12 the teachers tend to make the students read stories that may not peak interest to the boys or even to the girls. Boys seem to be pushed into reading stories they do not like and in the long run be bad for them because they will not read later in life. In the Washington post, Strauss states, “ In the recent research boys want to read books that are more informational texts; magazines and newspaper articles.