As she walked by my desk, she noticed me writing in my textbook and asked to see what I had written. Needless to say, she wasn’t very happy when she discovered what it said. She pulled me out of class and threatened to take me to the principal’s office. “Better yet” she said, “since you
Once again the teacher looked up at him, and informed him that if he continued to disrupt the class she was going to write him up. The student stopped the noise and remained quiet for the rest of the class period. The antecedent in this scenario is that the student was ignored by the teacher when he raised his hand, and his behavior after the antecedent was talking out loud to himself and tapping his hands on his desk. The consequences were the teacher threatening to write him up and I believe the function would be that the student wanted the teacher’s attention. In this
When I was in high school I experienced a bad teacher in English, then that following year I had an excellent English teacher. The bad English teacher kept to the same old ways of teaching by requiring us to memorize boring vocabulary words, and work out of the Text book to learn grammar. We would walk in and she would tell the assignment and then we would barely hear her speak throughout the remainder of the classroom period. My classmates and I dreaded going to this class everyday and most of us had very poor grades resulting from
As the rest of the students said their ABC’s I found that I struggled when it came to putting them in the correct order. My preschool teacher was very upset with me when she asked me to say them again and yet I could not put them in the right order. With her frustration she had me take my seat, I felt so embarrassed. It was in my elementary years that my teachers came to the conclusion that I was dyslexic. It made complete sense now; why I had trouble reciting my alphabet, not being able to read at the grade level I was in, or even being able
Having one person state they are too tired to read, when they find themselves doodling instead of writing notes is not a proven fact; just one person’s observation of them self. Adler uses his personal experience as fact when in truth they are just his experiences. By marking a book Adler believes he is actively reading, and making the book an extension of himself. This again is just Adler’s personal experience with reading, and has not been proven in any scientific way. Also writing his own index is his way of experiencing a further understanding of the book.
She also admits that boys and girls do have many differences, which cause them to behave differently. Orenstein observed that in many situations the teacher ignored the girls when they raised their hands while the boys would blurt-out answers without the teacher scolding them for it. The boys, she observed, usually dominated the classroom discussions while the girls would be very hesitant to raise their own hands for fear of having the wrong answer. Many of the girls Orenstein interviewed said that boys do not care if they are wrong
By the time that we were in middle school, the majority of my friends felt that reading was a chore and turned their noses up at any books I'd suggested to them. It's only logical to conclude that there is some grievous error that teachers are making between first grade and junior high school. That's not to say that students cannot be rescued from this loathing of books during high school, but by the manner that high school teachers present them, that isn't a likely prospect. The serious decline of youths reading literature that Francine Prose notes in her essay is a depressing, almost tragic circumstance. If reading is exercise for the brain, then are teachers doing enough in other areas of education to promote thinking?
Learning Scenarios Byron Stallings EDU 490 Interdisciplinary Capstone Instructor: Benjamin Hegedish January 7, 2013 Each of the following scenarios presents a situation based on a real world teaching situation that you may encounter during your career as an educator James is a first year English teacher in a low-income high school outside of a major metropolitan area. His students are of diverse backgrounds and equally diverse learning styles. As part of his opening unit, he is preparing to teach his class about the tools that authors use to make their writing more engaging. He decides to focus on symbolism, metaphor, and simile. He has already developed a vocabulary handout that defines each word and includes examples, but when he does
We had a couple practice writing tests and even though I tried I did not do very well on the tests. I was very nervous the day of the writing test, and I remember the prompt being pretty hard. When my teacher was calling out names to tell us our grades on the writing test, I was scared to know my score. It turned out I made a high three out of four, four being the best score to make. Throughout all my years of school with reading and writing, I never liked to read and write.
My writing teacher made me scare on the first day of the semester. I’m not good at writing skill that I’m really stressed every time I come to writing class. My awful times just began when the teacher came into class. He seemed to be very strict from the first sight I saw him. He told us about the rule such as students could not attend in class after he was in class, how he would marked the scores if students do not do right in the test.