I wasn’t discouraged but I always wanted to be in the advanced class here all my friends were. Then one week at the beginning of a new set of classes, I was sitting in the regular math class
This case study occurs in a small elementary classroom in the Northeast United States. The teacher being observed is named Linda Walker. Linda is a new teacher and the focus of the observation takes place during her reading lesson. Beginning the Lesson Miss Walker begins the day by taking attendance and lunch count. I thought it was important to note that Miss Walker took advantage of this opportunity to involve her students and have them use their math skills.
Essay: Who Determines the Value of Writing? Me Talk Pretty One Day by David Sedaris is an essay about an inexperience teacher, Mr. Sedaris, who is asked to teach a college writing workshop class. Mr. Sedirs’s class consists of nine students who end up complaining that they did not learned anything in his class, as a result a student transfers to another class. At the end of the story the transfer student returns and decides to read a story, “I Deserve Another Chance”(Sedaris 64). After she reads this story Mr. Sedaris criticizes her story by stating that it has no ending, in response the girl says, “Who are you?
The teacher goes over to the student, tears the exam paper in two, and dumps it in the dustbin. On hearing the news, the students parent’s infuriated about the teachers action confront the school principal demanding an explanation for the teacher’s improper use of power. The questions arise on ethical and legal principles that the principal need to consider while analyzing the matter. The principal should determine from the student whether the accusation of copying is true or a false assumption. The teacher did not commit any criminal offense discarding the paper.
This transcript is set a classroom context, and shows some students in the class talking and responding to the teacher’s questions at the start of a History lesson. We see use of both standard and non standard language, and lots of features of spoken language. At the start of the transcript the teacher emphasises the words ‘right everyone, settle down’; this is a discourse marker and is used by the teacher to signal to the class that the lesson is about to start and so to listen. He then pauses before repeating the words ‘settle down’. I think this is where he is talking to different parts of the room to a make sure he has authority over all of the students and to reiterate that he is ready for the lesson to begin.
Some girls go along, some ignore it, and others are visibly shaken. This happens daily. -No, I don’t believe its sexual harassment, it more verbal and discriminatory. 2. A teacher in an advanced math class frequently "puts down" girls in his class.
I was afraid to approach my teacher that morning because of her mood that I decided to remain uncomfortable and suffer in silence. Miss Y turned to the class and said there is to be no talking for the rest of the day and anyone who talks will be punished. Being seated at the edge of the seat I quietly whispered to the other student next to me to move around a little so that I can get space to write properly as half of my book was off the desk. Miss Y turned around and asked me why I was I was talking when she said no one was to speak. I tried to explain to her the situation and she shouted at me to shut up.
These thought patterns lead to this inappropriate behavior. I have personally overheard students in classes talking about how "they never get caught" because they are too sly for the professor. I have also seen those same students get caught and simply brush it off as if the professor was being too strict and infringing upon their rights, completely oblivious to the rude and disrespectful nature of their actions. The humanistic-existential based idea of being completely in control of your personal behavior and actions is very applicable to the in-class text messaging scenario. The choice to bring and use a cell phone in class is entirely up to the student,
Teaching Students to Count Rationally from Ten to Twenty Although most children begin elementary school with some knowledge of numbers from their everyday life experiences, learning numbers and learning to count is a process that must be prioritized for kindergarten and first grade students. The goal of this instruction is for students to become rational counters; a student who can assign a name to a number value in the proper order (Reys, et al., 2012, p. 141). There are four principles that can be taught in order to guide students to become rational counters at an early point in their education, which will form the basis for all other mathematics instruction throughout their educations. These principles are one to one correspondence, the stable order rule, the order irrelevance rule, and the cardinality rule. For the remainder of this essay, steps for teaching these principles as well as examples will be explored, on the basis of teaching ten first graders, who can already rationally count to ten, learn to count rationally to fifteen.
Classroom Observation and Reflection Paper Diana Sanamyan MTE / 501 February 13, 2012 Dr. David Bolton Classroom Observation and Reflection Paper I observed Ms. Shakhramanyan’s kindergarten class at John Marshal Elementary in Glendale, CA. There were twenty-two kids in her class and five of them were ELL students Ms. Shakhramanyan taught the class for the entire day. The students spent most of their time in the classroom during the day. Ms. Shakhramanyan started her class with morning greetings and announcements, took the attendance and told the students the objectives of that day. I noticed how she addressed concepts about print during her morning routine.