Angie Morocho 11/16/14 Should students at WBA be allowed to listen to music in their core classes? Some parents and teachers think that students who listen to music during their class time will be distracted and won’t be able to focus on the lesson they are being teached. On the other hand, some parents and teachers think that students will do well and are able to focus better. Both sides of the argument have good reasons but I believe students at WBA should be allowed to listen to music in their core classes. Music is believed to help focus better in their task.
Birch (1969) argued that teachers’ attitudes and confidence to teach music can have a lasting influence on pupils. Other research suggested that teaching behaviours can be learned from past experiences, including teachers’ choice of teaching materials and other aspects of classroom learning (Stakelum, 2008b; Ferguson,
Passing the quiz is an indication that your child understood what was read. AR gives the student and the teacher immediate feedback on the quiz, which the teacher then uses to help the student set goals and direct ongoing reading practice. To determine the student’s reading-level a short ten minute computer based reading assessment that adjusts the levels of difficulty to student responses is administered. The test establishes a Zone of Proximal Development (ZPD) reading range for the student. Students are then encouraged, or required by some teachers, to select books within their ZPD that also matches their age and interest level.
Letter sound association helps students to identify letter sound by using sound card. Sound cards help students to relate letters to sounds. These activities provide students with practiced in relating the letter to the sound. Word blending is an excellent tool that aid students in understanding how words and letters blend to make words. Students need
These two intelligences were valued by educators in many schools around. The next three were associated with music and the arts. Musical Intelligence was interpreted by Gardner as appreciating musical sounds and having the ability to recognize, compose what one has heard and in return creating it into musical rhythms and tones. Bodily Kinesthetic is the mental capability of using one's body or body parts to coordinate movements. Spatial intelligence is one's ability to conjure mental images and use these images to solve problems.
NCLB set forth a certain criteria to be met, but allowed the states to determine how they would accomplish it. Therefore, each state handles assessment and accountability differently. This makes it hard to show success or failure of the programs. Supporters and critics alike can cite research that supports their opinion. My opinion of NCLB is it is flawed, developmentally inappropriate, ill funded, ←and→ leaving more students, teachers, ←and→ schools behind than ever before because The tests have turned into the objective of classroom instruction rather than the measure of teaching ←and→ learning.
My World of Music Music plays an integral and emotional role in our lives. We all have some stories and memories tied to certain songs that we hear. Music helps in shaping our identity as we mature through life. A discourse community is a group of people who speak and share the same interests in certain topics, knowledge, and vocabulary using similar jargons specific to that community. I successfully joined a discourse community of a music class to learn the skills of playing an electronic keyboard in my sophomore year of high school.
Lesson Plan Critique #2 “Symbolic Analysis of One Who Flew Over the Cuckoo’s Nest: Literature, Album Art, and Voice Thread”, is a lesson plan designed to help students analyze traditional texts by connecting them to visual and digital texts. This lesson was created by Luke Rodesiler of the University of Florida and is intended and executed for 11th and 12th graders in a Michigan English Language Arts Class. The lesson focuses on finding symbolism in, The One Who Flew Over the Cuckoo’s Nest and participating in digital media conversations using the online tool Voice Thread. This lesson plan time frame is designed in five 60 minute class periods, a new activity each day including: exploring symbolism in literature, reading colors, introducing
Once students have a sound they must, one at a time, say their word out loud moving around the circle. Students will practice saying the words that each child before them has said and will change speed so that the pace becomes quicker. Students can also change direction. After this warm up, students will need to come up with a word that relates to the British Colonisation and again must use their listening skills to repeat what the person next to them has said.Example:Student 1: ArrivalStudent 2: Arrival, shipsStudent 3: Ships, convicts | Rationale:This drama activity seeks to enhance students’ skills in listening and voice projection. This activity will also help students become aware of the events that took place in the British Colonisation of Australia as they are thinking back to what they have learnt to identify key words or phrases relating to British Colonisation.
The results of the study indicated that drama can be a highly effective tool that the children enjoy taking part in. However, for this to be the case, the right classroom culture must be created, support and encouragement of the children must be given and a varied curriculum surrounding it’s use provided. Introduction Teachers today face the challenge of educating children that speak English as an additional language (Rieg & Paquette, 2009). Pagett (2006) stated that ‘children from diverse ethnic backgrounds may find themselves caught between two cultures where their identity in each is strongly related to language use’. Using drama around a story could help to provide a child with a good comprehension of the text, therefore helping