The objective of the reading program was to meet my individual needs and to adequately prepare me for achievement in my regular classroom. I had weak word attack and phonic skills when I started the program. I also had a sight vocabulary. My teacher wrote on my progress report that I can only benefit from instruction if I put effort into the task and that I had a short attention span. By the end of the program I was at the grade level I was supposed to be
My experiences with reading and writing My earliest recollections of both my reading and writing experiences are not pleasant and to date these experiences have not changed. Prior to my kindergarden days my mother would teach me at home the letters of the alphabet in the hope that my entry into school life would me smoother. I am not too sure that she succeeded. I recall my first day in the kindergarden class, the teacher started off with figures; I thought to myself smooth sailing. I thought that all day this is what I would doing, little did I know that reading would be next.
A handful of students mouthed off about how their junior English teacher, Mrs. Thornton, hardly ever gave out hard assignments. As class went on Mandrell was pelted with more and more complaints about how her class was stressing the students to a level where they could not really focus on their assignments. All the class came together in unison and agreed that she was assigning them too much work. After some serious thought Mandrell concluded that maybe a change in the way the class was taught would release some of the stress put on the students and take away the worries of focusing on grades (380). After Mandrell was burdened with the complaints of her class, she went home to meditate on the day’s new found conclusion: the students thought her class was a nightmare.
To this day, my learning disability is what sets me apart form the other students in class; whether it be me having accommodations or needing extra help. Though I have this learning disability, it is what motivates me to do better in class. My earliest memory of having difficulties in school was during the beginning of elementary school, when we were learning how to read the days of the week and the months. All of the other students were grasping the concepts that the teacher was covering in class, while I was behind. I kept confusing the days of the week and forgetting there order.
I need to past my testes and stop sleeping in the class. Last semester I didn’t really read the books and I didn’t really understand what was happening in the book. I knew I was going to have an f in the class. I want to show Mr. Tilton that I can do better and improve. I am going to do all my homework and essays that the teacher assigned me.
PEER OBSERVATION 5 Name: Sandra González Teacher observed: Claudia Hernández Date of observation: September 2nd School: Escuela de Idiomas Number of students:7 Level of course: Advanced Average age of sts: 10-30 1. Observe and reflect on how the teacher used the textbook. Write about these observations. Do you think the teacher used the book appropriately? Why or why not?
But it is not always easy to take effective notes as all of us have experienced. So what are the problems that make taking notes to be difficult? In my opinion, students have a difficult time taking notes in class due to teacher’s teaching habits, students own habits, and the learning environment. Teacher’s teaching habits is the first reason that students mention when they have problems taking notes. Some teachers speak too fast and do not give any chances for students to ask, so students cannot catch up on what was said.
I was afraid to approach my teacher that morning because of her mood that I decided to remain uncomfortable and suffer in silence. Miss Y turned to the class and said there is to be no talking for the rest of the day and anyone who talks will be punished. Being seated at the edge of the seat I quietly whispered to the other student next to me to move around a little so that I can get space to write properly as half of my book was off the desk. Miss Y turned around and asked me why I was I was talking when she said no one was to speak. I tried to explain to her the situation and she shouted at me to shut up.
Chris Street wrote an original research article, “Expository Text and Middle School Students: Some Lessons Learned”, and tells us that middle school students face difficulty reading expository texts because they were not taught how to read in this fashion while in elementary school. While in elementary school, they read short novels and chapter books, whereas, in middle school they are expected to read content area text. According to this article, teachers can help their middle school students overcome reading deficiencies by developing a student’s former knowledge on a subject before reading it. Street provides very good strategies on how to engage students with expository text, which consists of: before reading, during reading, and after reading. Before reading strategies include developing
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.