Near the end of fifth grade my local elementary school teaches sex education to the students. This class includes in depth discussions about sex contraceptives for men and women. I do not believe in sex before marriage, I understand that it is
At the start of this module the topic I found of most interest and relevant to teaching was building a positive classroom climate. I feel that if a student and teacher can work in a positive classroom climate all the other elements of teaching will fall into place .In order for a positive learning climate to occur the teacher must be the role model in the classroom. Unfortunately building a positive classroom climate cannot be achieved by one teacher alone, a whole school approach is needed and it must be implemented in each classroom by each teacher within the school. If this approach is only implemented by one teacher students will get confused which will thus lead to disruptions within the school. A classroom’s
The people we interview were Ms.Pham and Ms.Tovar the school staffs of the high school Libra Academy it was conducted in their classroom. the reason we choose Ms.Tovar is because we wanted to get a perspective of our theme from an older age and with experience in love or in a view of war. Also the reason we choose Ms.Pham it’s because we wanted a different perspective from someone young and still willing to make more progress in life. The things we hope to learn is the knowledge of their perspective of our theme. As we interview Ms.Tovar she had many knowledge to share and gave us advise as how she began her career and what were her difficulties in her life such as getting into schools.
Professor West Wednesday, April 15, 2015 ! ! Style Analysis “A Rose For Emily” One thing William Faulkner did with the style of writing for this short story was how he made it seem like they were reliving her life, only backwards. It started off with her death, but slowly went back till she was about 30 years old. It explains that every year, the Aldermen and Mayors sent her a tax form, which she sent back, unclaimed, about a week later.
Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context. Collecting and reviewing data before implementing specific interventions is extremely important because it prevents overreactions and personal bias of the teacher. An intervention needs to be grounded on enough evidence that there is a behavioral problem and that it is not a singularity. Then the teacher can use the records to support his intervention. Common Behaviors in Young Children Three of the most common behaviors in young children that the teacher might consider for modification or replacement include: Talking to friends or doing activities when the teacher is asking to pay attention.
• Allows teachers to focus on learning instead of discipline. • This takes away from teaching time because you are preparing rules and procedures. Kagan, Kyle, and Scott's "Win-Win Discipline" • It helps bring out the potential of the students even through disciplining them. • It is very clear for expectations that are passed to the students. • It stresses the importance of using the classroom to help the students overcome negative attitudes.
The issues that Ron Clark Attends to first are he tries to go and meet with the children’s parents to let them know who their child’s teacher is going to be, and also to see what the child’s at home life is like. Also to get the cooperation of the parents to help the students with their homework and to make sure the child succeeds. Next he has to get the respect and trust from the students. He has to establish that he is the teacher and they are the students. So they will respect him as the teacher.
This was my critical incident that I related to teaching on diversity. In my concluding paragraph I wrote, “As a future teacher, I want the children I teach to know that difference is not a bad thing. I want to teach them to form their own opinions about people by getting to know them, not by listening to what society thinks. Children need to know that difference is what keeps us from being the same and that we should embrace it, not turn it away, or ignore it, or even worse, walk right by it.” Looking back on this essay, I found that the theme of exclusion/inclusion applies. Gretchen was excluded from our youth group because she was different.
In order to successfully maintain proper order in the classroom, we must engulf a vast amount of actions, such as classroom climate, parental involvement, environment, student expectations, rewards and consequences, classroom procedures, and student motivation. My general belief about managing the behavior of children/youth in the classroom is that no child is totally the blame, and therefore disciplinary practices should mirror the school and classroom policies implemented by the teacher. Also, parental involvement in the disciplinary process is a must. In the pursuit of proper classroom management and to avoid misbehavior; appropriate curriculum and teaching strategies must be considered. In this we must consider class size, composition, planning time, cultural and linguistic barriers, and access to equipment, materials and other needed resources.
They often enter the classroom with prior knowledge that both they and the teacher can use to their benefit. (http://www.suite101.com/content/how-do-children-learn-a149772). No two children are a like, therefore no child will learn in the same manner as the next students. Children learn and develop at a different pace, but as long as the students accomplish the same goal, who’s to say what works best for students and what way should not be used. Knowing that they are different ways in which a child can learn a teacher should try to incorporate each style within there lesson plan so no child is left out.