My lazy American students by Kara Miller, address her experience and her opinion about American students. Kara takes a position when analyzing how she views American students comparing to international students. Kara explains and show different experiences she had with different American and International students to justify her argument about how lazy are American students. Although she gives a unique argument about her believes but I don’t agree with her believes. Kara believe that all international students are better than most of American students.
If this does not happen, then I will never know if they are struggling. Also, if students needed more time on their work, I would allow extra time so they would be able to finish it. This shows that I want them to take time to learn important concepts but that I care that they learn the material. Through these examples, there are other strategies that can be used that I could use within my
In her essay, “My Lazy American Students”, Kara Miller describes her experiences teaching. Miller goes on to briefly explain two incidents with two different American students. In both situations each student was doing poor in class and had inquired about achieving a higher grade. In the first incident she discusses how there had been no change in the student’s work ethic after receiving help and guidance. Miller also mentions the international students she had taught throughout the years; these students also take advantage of every opportunity they are presented with unlike the American students.
Therefore, talking with the student(s) will open the door to a self-monitoring system he/she might understand. It will take a lot of effort and patience to help students with learning disabilities to learn how to set goals, and self-monitor themselves but it will allow the student to become more involved with his/her progress and setting goals. For instance, a chart could be designed to show daily tasks for the week, due dates and final grades. A student folder is set up for the student: The student(s) review and completes the chart each day and returns the chart to their student folder. At the end of the week the student could take the chart results home to share with the parent/guardians.
Follow Classroom Routines There are about 8 students in KFI’s classroom. Ideally instruction is delivered in this small group and a specific format is followed. KFI is able to maintain attention to familiar task but has difficulties maintaining her focus on new task. Area of Need • KFI needs to improve on attending to new verbal direction when presented to her class
In this chapter, Jo Boaler describes several school systems who do not use “tracking,” filters that separate students into high-level mathematics classes and low-level mathematics classes. She continues with a discussion that reminds us of the harmful effects of “tracking” and the damage it does to students’ mindsets, both those students on the high-level and the low-level track. Ms. Boaler goes on to suggest that heterogeneous groups of students can effectively work together and individual students can develop a growth mindset. The remainder of the chapter focuses on teaching mixed ability groups effectively and includes an in-depth look at how the tasks students complete and the type of instruction they receive can promote growth mindsets.
Christian’s cheerful, friendly smile, kind heart and playful spirit make him well liked by his classmates and teacher alike. As a student, Christian has proven himself to be hard working, aiming to do what is expected of him. As it is not always easy for Christian to understand and follow directions without support, he works best when an assignment is broken down into small steps and modeled for him. It has been a pleasure to see Christian become more responsible with his homework assignments, making a conscious effort to make sure he has all of his materials and completing assignments on time. As it takes time for Christian to get himself organized, he is strongly encouraged to use his transition time between classes wisely, as he has a tendency to get distracted by his friends in the hallway, which causes him to be late to class or be unprepared with his materials.
Given 3 or less reminders and no more than 3 breaks during a class period, Joe will be able to remain on task (i.e., stay at his assigned seat, take notes, participate in group work, complete foldable etc.) for at least 20 consecutive minutes before taking a break in at least 2 of 3 opportunities in the classroom with at least 100% accuracy as measured by teacher observations. 5. Given an untimed reading session, reading material that is not of interest, close reading strategies (i.e., highlighting, questioning, and commenting in the margins), and a prompt/purpose for the reading, Joe will identify at least three key ideas that deem the reading important in at least 3 of 4 opportunities with 80% accuracy as measured by student work samples and teacher observations. 6. Given 3 reminders or less, Joe will arrive at least 3-5 minutes earlier to class in order to successfully transition back into working and be ready for the next period in at least 3 of 4 opportunities per day with 100% accuracy as measured by teacher observations.
For instance, during a discussion with the Head of Faculty and a Learning Support Assistant (LSA), I learned that one of my students, Student A, has ADHD and was experiencing increased restlessness in class. Taking their views into consideration, I had a brief discussion with Student A to develop a strategy to address his emotional needs. This involved seating him away from potential distractions and allowing him to take short movement breaks outside the classroom. This proactive approach not only supports Student A, but also creates a more inclusive learning environment for all students. Furthermore, I incorporate strategies such as providing keywords for students with Special Educational Needs and Disabilities (SEND) and English as an Additional Language (EAL), carefully designing seating plans to promote inclusivity, and linking concepts learned previously to scaffold learning effectively.
Adam Pawson October 18 2017 Dr. Bennett RELA 8-5 Facts, Quotes, and researched information in this article has been brought to you by: https://www.deseretnews.com/article/865578403/Sorting-kids-at-school-the-return-of-ability-grouping.html Ability Grouping In the 1980s, Ability Sorting in school systems was depicted very badly, but what is it really? I hope to give Ability Sorting a rejoinder into teaching methods, and show it in a new light. School classes have many special students, but not every student is where the class may be. It’s a well-known problem of the faster-paced kids are bored, and possibly failing due to lack of stimulation, and some kids are struggling to understand the course being taught. So what can be done about this?
At times, he has demonstrated an understanding of some key concepts covered however, he is frequently distracted in class which effects the quality of his work. He has consistently submitted assignments late and with some sections not completed to the required standard. In order to improve his results, Seth
Resources are vital. Resources are around the environment or atmosphere daily but not always being used. The question that many ask is “are we utilizing our resources?” According to Allocating Resources to Improve Student Learning by Matthew Lynch “Providing every child with an equal opportunity to learn has been a central challenge in public education.” Lynch mentions “The purposeful and practical allocation of resources to support equitable access to high-quality learning opportunities is a major component of education policy at the federal, state, and local levels.”
The resilience and perseverance they show when playing video games or looking for the perfect outfit is unavailable to them when it comes to schoolwork. They think that learning should be like
It is said that teachers generally prefer to teach tracked classes (Mereand-Sinha). This is because every child differs academically, and it can be difficult to teach to children with a wide range of interests and abilities. Also, when teaching a homogeneously tracked class, it is easier to create a curriculum that includes all students. However, tracking “perpetuates class inequality and is partially to blame for the stubborn achievement gap in the U.S. educational system” (Kohli).
Being the first one in my family to go to college I had to like up to big expectations. I was the first for everything and that was a challenge particularly for me. I ended up going six hours from home and would just change the experience that I have had for the world. I have learned so much about myself as an individual and I feel tremendous growth within myself. Although this experience has been a good way for me to grow and reevaluate what I want to do in my life, I feel as if I have grown out of where I am at right now.
