Changes in the teaching of the new math curricula versus the basic teachings are getting better for some student coming up learning math especially in the K-3 school. Another Phi Delta Kappan article called “Parrot Math (Criticism of Why do teachers want to use their strategies instead of learning new ideas their student come up with? The subject of the matter comes up as teachers can also learn from student as well. While a teacher teaches one way which might be long-term for a student, the student might find a different short-term way to solve their problem or equation. This is the kind of mathematics that most parents and government officials recognize as the curricula that they attempted to learn when they were in school.
The organization of the room allowed for successful learning and definitely attributed to successful classroom management. The objectives for each subject were posted in the front of the classroom on the whiteboard. Upon entering Mrs. Howell's classroom at 8:00 A.M., she was reviewing a math worksheet previously done the day before. Students were correcting their answers and answering questions by raising their hands. When Mrs. Howell called on students to answer her questions, she stated their first name every time and used positive feedback after each answer.
Behavior Expectation #1: The students must have their name and an appropriate heading on their papers. At the front of the classroom, I have a sample paper with exactly what I want and an example shown. • Name: Johnny Doe • Date: 10/06/2010 • Period: 3 • Assignment: pg. 21 # 6-15 Behavior Expectation #2: Once students are finished with their papers they are to turn them into the appropriate bin which I have placed on a table by my desk in the classroom. All students are to put their assignments in to the bin and not on my desk so I can keep everything organized.
These tests are created to only measure a small portion of knowledge students have acquired in their lifetime. The technology of testing cannot accurately measure numerous important attributes such as creativity, critical thinking, persistence, leadership, and resourcefulness. This is creating superficial thinkers, teaching students to see the quick and obvious answer; the tests don’t measure the ability to think deeply or creatively. Students are being taught to memorize instead of further strengthening their skills to solve real-world problems. These scores are highly unreliable because they can vary from day-to-day, based on the testing conditions or students mental/physical state.
The teachers walked around the classroom stopping in on each group to offer assistance. They listened to the student’s questions and comments, while asking guiding questions and giving necessary feedback to assist the students in completing the assignment. The students were listening to the teachers’ instructions as well as asking questions and commenting on the possible solutions presented by the group and the teachers. They worked with the teachers and the group to come up with
We will follow up with the discussion of what they found in their own home that started with the assigned letter. Evaluation of Activity During the course of this Activity I had two students that performed well. Tony and Eli learned the letter “A” and found several objects in the room that began with the letter. Overall the lesson was fun for the kids and they enjoyed the coloring and exploring the classroom. I think for the younger children I will need to implement more colorful objects and thing for them to feel, touch and smell for recognition of the letters we are learning.
The legislation which took effect 2002 states that each state administers the annual tests in mathematics and English for grades 3 through high school and that all students must “proficient in mathematics and English Language Art” (Murnane&Papay, 2010, p. 151). According to Journal Of Economic Perspective (2010) teachers views on the No Child Left Behind legislation regarding to the testing requirements and the rules determining Adequate Yearly Progress and that all teachers of core academic subjects be “highly qualified in their areas of teaching assignment and what will happen if the school system does meet Adequate Yearly Progress” (p. 151). However, this new law has taken a lot of criticism on the educational progress of our children
Because students do not have much exposure to signed numbers in previous learning or textbooks, this concept poses a problem not only for the student but for the teacher as well. Teachers struggle to find the best strategies to help their students succeed in mastering the concept of positive and negative numbers. In order to discover what strategies and/or manipulatives are best for students, it is necessary to explore what could be the root of the problem and how students themselves are seeing the concept of integers. Operations with Integers – Students thought process and possible problems The ability to complete mathematical operations with positive and
I observed him throughout the day and within the first ten minutes of the class it was obvious that Mrs. Saenz, his Math teacher had a history with this student’s behavior. I observed how the teacher was giving them instructions for their first lesson. She asked the children if they had any questions in regards to the lesson. John and several other children raised their hands. She answered a few questions from several students and stated that everyone should know what they are doing and to start on their assignment.
Everything academic revolves around the year-end state testing to the point that other subjects are usually neglected. Reading, math and writing are the main thrusts of schools, and are obviously important. However, critics state that children are not receiving well-rounded educations because of the emphasis on these subjects