Running Head: Theories NBT Task 1: Classroom Management Theories Rob Tippett Western Governors University NBT1: Classroom Management, Engagement, & Motivation Mentor Robert Bott Abstract For this task I will be creating a personal philosophy of classroom management related to my area of licensure in Special Education. This work will explain how elements of classroom management theories influence my personal philosophy in; self-management, self-efficacy, student motivation, and student engagement. I will also be looking at strategies for managing routine misbehaviors into my classroom management philosophy. My philosophy on classroom management focuses on creating a calm, safe environment for each student. I will create this environment through an engaging curriculum, personable interaction, topic orientated discussions, and group work.
I seek her permission and consent to teach her about medication administration procedure. The consent attached in (appendix 1). Identifying Learning Needs ,Planning and Managing Student Experience. In the learning process the important things to do identifying my leaner needs. Vision for learning and teaching enhance the quality of student in learning experience by providing a support and well-resourced learning environment.
LESSON 1 Getting started, giving basic knowledge on chemistry and its applications: the teacher should show the video “Chemistry: All About You” to the students and then discuss briefly what they have learned. To follow up, working on chemistry and its societal aspects: the teacher invites the students to create an awareness-raising campaign to increase the interest of students, especially girls, in the opportunities for young people in
_______________________________________________________ COURSE: NURS: 350 – Nursing & Healthcare I: Foundations TOPIC: Clinical Concept Map 1. Student will conduct a fundamental level comprehensive and focused assessment. The assessment will include; physical, psychosocial, self care, and health promotion needs of ONE client to whom the student was assigned during the first clinical rotation. The student should take the time to eliciting the patient’s expressed values and healthcare needs 2. Student will express the gathered data in the form of the attached clinical concept map.
Module Ten Medications and Children Lecture learning outcomes On completion of the lecture the student will be able to: 1. Determine the principles involved in administering medications to children; 2. Locate the appropriate sites for SC and IM injections in children; 3. Identify important safety factors when administering medication to children; and 4. Discuss legal and ethical issues related to medication administration.
Running head: UNWRAPPING THE TECHNOLOGY STANDARDS Unwrapping the Technology Standards Larry Kuykendall Grand Canyon University Instructional Technology EDU 225 Jennifer Taylor September 14, 2011 Unwrapping the Technology Standards Comparison Chart |NETS for Teachers |Master Technology Teacher Standards | |Teachers utilize their knowledge of subject matter, teaching and |The Master Technology Teacher successfully model and relate classroom | |learning, and technology to facilitate experiences that advance |teaching methodology and curriculum models that support active student | |student learning, creativity, and innovation in both
EDmg 3131 Nature & Curriculum needs of the middle grades learner | The Impact of a Science Education Game on Students’ Learning and Perception of Inhalants as Body Pollutants | By Yvonne Klisch, Leslie M. Miller, Shu Wang, and Joel Epstein | | Autumn Kirksey | 10/5/2012 | Reading the peer-reviewed article, “The Impact of a Science Education Game on Students’ Learning and Perception of Inhalants as Body Pollutants”, By Yvonne Klisch, Leslie M. Miller, Shu Wang, and Joel Epstein, I learned about an interesting game that teaches students about the perception of inhalants as body pollutants. The game is called Uncommon Scents, and its purpose is to teach middle school students about the biological consequences of exposure to toxic chemicals in an environmental science context, as well as the risks associated with abusing these chemicals as inhalants. This has become an important topic in middle grades education, because for most middle graders, this is the first time that they will deal with peer pressure to experiment with drugs and/or alcohol. We as educators and future educators want to do whatever we can to prevent our students from falling into the peer pressure. Why are middle grade students being targeted for the game of Uncommon Scents?
Teacher should set out the learning objective clearly because for the level 1 pupils especially Year Two pupils, without a clearly and precise induction set, the objective of the lesson will not be fully achieved. Teacher then asked the pupils what they know about pottery and when this craft is used in their daily life. According to Lorin Anderson (2002), "When examining instructional activities, one must ask, “What is the pupils supposed to learn from his or her participation in this activity? What knowledge is to be acquired or constructed? What cognitive processes are to be employed?” That’s why teaching and learning process require intentional planning and flexibility.
ESI 2000 There is specific subject knowledge and principles that teachers are required to use in good practice when planning for and teaching science, this is based on the constructivist principles from the work of Vygotsky and Piaget and the subject knowledge of a teacher identified by Schulman (1987). This assignment will analyse how the constructivist principles relate to teaching and learning in science and consequently how a teacher’s subject knowledge of these principles can affect children’s learning in science. The assignment will also take a brief insight into the lesson plan created (see Appendix 1) to support children’s learning in science looking at how this relates to the constructivist principles including the context and approaches required to effectively teach science. Many authors such as McGuigan (1987), Fisher (2005), Cakir (2008) and Watt (1998) describe the importance of the constructivist principles and how they relate to the learning and teaching processes in science. The constructivist theory of learning has two strands child’s prior knowledge identified by Piaget and social engagement identified by Vygotsky.
A goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic and better way or form of education. Bloom’s six thinking levels provide a structure that allows teachers to present a lesson to a group of students who has different needs and abilities. This model supports the need to differentiate the curriculum so all students are able to participate in the same content area during a lesson. The structure allows the teacher to accommodate a variety of students’ needs by applying the appropriate questions and activities for students so that they can all participate in the lesson. For example, if the class is studying plants as part of a science topic, the teacher can develop activities at each level of Bloom’s Taxonomy to involve students related to their assessed needs and abilities.