In the beginning of the article laird starts out by saying “The honey moon is over.” Laird is trying to paint a portrait that she used to love to be an online teacher. She could meet new students from everywhere and post simple assignments and her day would go by smoothly. But now this seasoned online teacher is feeling the stress of her online composition class. In The Classroom Laird gets to see her students and her students get to see her. They can react to the way she is feeling and they can get an answer to a question right there.
Students need structure. Structure in the classroom will cause self motivation in students. Also, students don't like being held accountable for their actions. Having to talk to students about why they didn't finish their assignments will motivate them to do their work. Most students try to avoid being lectured or get in trouble for something they can avoid.
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.
Each student will be required to present their genogram to the class on poster board measuring no less than 22” x 28” to use as a visual aide. The student should expect to answer questions from the class and share their thoughts about their family and the influence members and their respective environments have had on each other over the course of several generations. Each student is required to write the report and complete a genogram and present it to the class. For the class presentation, you may complete an additional
I observed him throughout the day and within the first ten minutes of the class it was obvious that Mrs. Saenz, his Math teacher had a history with this student’s behavior. I observed how the teacher was giving them instructions for their first lesson. She asked the children if they had any questions in regards to the lesson. John and several other children raised their hands. She answered a few questions from several students and stated that everyone should know what they are doing and to start on their assignment.
|questions to the students t check for a better | | | |understanding. | |Teach Prior Knowledge |KWHL chart: After reading a short passage about|Bring small groups of students back to the back| | |a subject they are learning in class. Using a |reading table and go over these charts with the| | |regular sheet of paper fold the paper in four. |students. Make sure each student has filled out| | |At the top of each section write one letter in |the chart completely and answer any questions | | |it, K (What the students knows already)
Families with low income would send all of their kids in one grade and they would learn same subject. Recitation was the main practice that teachers used when it came to learn the subject. Student had to get memorize important dates in History or other subjects and then repeat them in front of the class or quietly to the teacher. (web 5) Teachers of boarding school that taught had to live with their students but received minimum pay of four to ten dollars a month. (web 5).
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??!
Pupil B is on report within school, which means that if her behaviour does not improve overall she will end up in BSC. From consulting with the class teacher it was made aware that the pupil is having problems in other classes. As pupil B has a talent for art, positive feedback needed to be integrated as a strategy for improving self-esteem. Pupil A has been in a program within the school’s BSC program where consultation became vital. Pupil A was absent for two art lessons per week as she was in sessions with the BSC.
I interview all of the students on site at CLC prior to their class time when possible and they spoke candidly about their instructors and how they felt that some of the work was too hard, while others felt they were not going to be able to meet the challenge expected of them for their education. Some students felt there is too much information being given to them at one time and not enough time for them to digest information between the college and the high school. There were students during these interviews who felt that their problems begins with time management as they try to process, gather, research, and prepare for projects and class experiences. Some students told me that they feel the college instructors expect too much from them over multiple subjects. Because some students feel they are not properly prepared or skilled in study habits for college work, they expressed that they are failing certain courses either at the high school level or with the dual credit program.