Ashley Reuzenaar Professor Hickman English 111 05D 2 September 2015 Summary and Response Educational scholar Mike Rose authored I Just Wanna be Average excerpt from Lives on the Boundary, a semi biography of his high school experience in vocational education at Our Lady of Mercy. Our Lady of Mercy administers an assortment of tests for placement. The author’s assessment was switched with another student putting the author into vocational courses. Vocational courses
Misbehavior is less likely to recur if a student makes a commitment to avoid the action and to engage in more desirable alternative behaviors.”(Kizlik, 2012). I believe that I have a more to learn about classroom management and policy, especially dealing with punishment and consequences. The use of praise in my classroom management style might be good. In the use and way I praise students matched the use of best practices of more seasoned professionals. I have linked praised with student performance and instruction.
1 ‘A personalised induction will always be more effective’ Discuss Personalisation of an induction can involve two processes, modifying the script for ones self and also for the recipient. The former is simpler in the fact that although we want to feel comfortable with the choice of words and order, we need to keep in mind that what works best for us must also work for everyone we engage. With each person we see, we are dealing with a unique individual so when we personalise there will be more factors to consider. This highlights the importance of the pre induction talk where information can be gathered to assist in adapting the induction. In conversation between people that are present, it has been proved that the verbal content isn’t always as significant as body language and tone.
They participated in literary workshops designed by the Ontario Ministry of Education to foster new ideas and change of mentor teacher beliefs and practices in teaching. The professional learning opportunities were intended for encouragement and support for mentor teachers. The research design included three standard visits of novice teachers in the classroom. The observing teacher (also known as the mentor) focused on the ‘SMART’ goals established by demonstration teacher (the novice teacher). The mentoring teacher searched for successful practices which could be developed in the new teacher’s teaching style such as tone, eye contact, body language or even learning activities which could create success in class.
If I want to teach a topic, I should try to learn as much as I can about it and never stop learning Spanish, this is also one of my goals. Another thing I could learn more about, are teaching methods, and classroom management. I feel that a reason I don’t know too much about teaching is because I haven’t taken enough education classes. I should take more classes on those subjects to improve my subjects. The final thing that I think I need to approve on is
Write a report in which you exemplify how you have modified your own practice through implementing the good practice in generic and specialist areas of learning and teaching, highlighted in a range of approaches to inclusive curriculum design * Analyse how theories, principles and models of inclusive design and development are used to inform own practice and the provision in own specialist area. Within my own practice I use aspects of a variety of theories, principles and models depending on the learners I am teaching. For my lower achieving learners I prefer to use a more ‘expressive’, ‘process’ based (Dewery 1916) ’linear’ curriculum design approach…this is mainly because I have to be certain that the all criteria have been covered, and the methodical method of ‘linear’ means it is easy to spot where something is not right or missing. This being said it is also important for learners to be able to express themselves and do things their own way, and as Pinkerton (1985) says, to learn by their mistakes…it is the journey, and what they learn on it which is important, not the fact that they got there. This is purposefully a very liberal humanistic approach, because I want to make sure that everyone has the opportunity to achieve, no matter what their particular learning difficulty…with these lower achieving learners my role is more like ‘Knowles’ ‘andragogy’ approach, being the facilitator in helping learners reach their own individual goals, not expecting everyone to hit the same target.
What You Say: Language Context Matters Resource ID#: 56900 Primary Type: Lesson Plan This document was generated on CPALMS - www.cpalms.org In this lesson students will analyze three texts (Amy Tan's "Mother Tongue," Richard Rodriguez's "Se Habla Espanol," and Zora Neale Hurston's "How it Feels to be Colored Me") looking at language, tone, and style. Students will be scaffolded through use of graphic organizers and a Socratic Seminar to culminate in an essay about tone. Subject(s): English Language Arts Grade Level(s): 9, 10 Intended Audience: Educators Suggested Technology: Computer for Presenter, Internet Connection, LCD Projector, Overhead Projector Instructional Time: 5 Hour(s) Resource supports reading in
Unit one also taught me to reevaluate how important certain priorities when it came to writing. I learned from the other unit one authors, Joseph M. Williams and James E. Porter, that when an essay is read by someone who is looking for grammatical error or plagiarism instead of content, they will often find the error and ignore the content. Although I do still know the importance of grammar and originality, this class and the grading style has let me put those constructs in the back seat until the editing process, instead of making them something I had to constantly worry about. I don’t believe that good writing revolves around grammar, but rather how well your words can convey a message to the intended audiences.
But the growing interest in learner centredness indicates a new and emerging valuing of diversity and difference, which also links with the points I made about networking. 3 Reflective practice and teacher learning This is about teachers questioning and exploring their own practice of teaching. It is a sort of systematic curiosity about going beyond the edges of what we know and do, to find out how we could do things differently or better. Of particular interest are questions like 'Is there a discrepancy between what I say I do and what I actually do?' Action research might guide us to try to become more aware of our own beliefs and how they frame the way we teach and think about teaching.
ESL 63 Summer 2014 Instructor: Kathy Fehder email: kfehder0001@kctcs.edu Office hours by appointment ESL 63 Foundations of College Writing III 55F1 (3794) Tuesday and Thursday 12:00-3:20pm SEM 235 Description of Course: Satisfactory completion of ESL 62 or assessment placement is required for taking this class. ESL 63 is a developmental non-credit writing course designed to help students prepare for ENG 101. The course focuses on writing effective, coherent, multi-paragraph essays. Students will concentrate on content and organization in essay writing. They are required to use the computer for essay assignments.