The use of language, stage directions and dialogue.
When the student got a B- on the test he was filled with rancor; he studied really hard for that test 32. Once in awhile everyone wants to be a recluse without any human being. 33.there was no hope of reconciliation with our neighbor 34.The new renovation that is happening the traffic is blocked 35.When the girls fought with each other they were restrained from the school for 15 days 36.
At the very beginning he said that the homework hadn’t been decided on yet but depending on how the class went he would determine it towards the end. I really liked that because the material he was covering was difficult and since it is still the beginning of the semester it would be way too overwhelming if the foundational lessons weren’t clear. There was a handout that was given on noun clauses and some common practice examples, the textbook was also utilized and students were encourages to underline, circle, and mark the necessary sentences. Which I thought was a good way of breaking things up from the typical lecture format and provided various ways that the students could learn. If students could not grasp the concept from the question written on the board they could do their own example, and after trying both those ways they would then discuss in their partners to give a more real world feel since noun clauses are not as common as textbooks make them seem.
(pg. 11) During this, the children decided not to play around but rather they chose to talk about what they learned. This shows that the students were paying attention, were involved, and thought beyond the lesson and they shared that information between each other. This is fantastic, since before the loathed the idea of learning, but now they are confronting each other about the lesson without being told to do so, showing their independent learning. Following that, Miss Ferenczi’s teachings has also helped them think/learn independently by making them question what they know.
Before the 19th century, English was not considered a discipline and the purpose of it is still debated. Throughout the years, new cultural, social, and philosophical trends have influenced the way English is taught and studied. During module 1, different videos were shown, and several readings were assigned that helped me to relate all the material. In this synthesis essay, I will describe what I learned throughout the videos and the readings by making connections among them.
4a – After the delivering lessons, Miss Hannan assessed the instructional session and provided suggestions to improve upcoming lessons. 4b – Miss Hannan collaborated with the cooperating teacher for an efficient and effective process of recording and maintaining accurate assessment for each student. 4c – Miss Hannan described that parents and teachers are “ultimate teammates” in a student’s education. She kept parents informed by a weekly newsletter that was written by students. Understanding that parents need to be made aware of their child’s progress, Miss Hannan communicated positive and areas of challenges by sending notes and emails to parents.
The artifact I developed was for my professor, current and future educators in which I analyzed and summarized the standards and mandates of the Florida Consent Decree, which is a framework for compliance of various federal and state laws that have been passed for English Language Learners in the State of Florida. The state of Florida mandates that all public school teacher be ESOL endorsed based on the Florida Consent Decree; therefore, the purpose of the assignment was for us to get acquainted with the cross-cultural communication, the applied linguistics, ESOL teaching methods, curriculum and materials developed, and ESOL testing and evaluation in order to abide by the Code of Ethics and the Principles of Profession Conduct of Education
In novels, characters often times face challenges similar to challenges in reality. In the realistic novel, Flipped by Wendelin Van Draanen a character named Bryce has to get bid on by girls on stage. I can somewhat relate to this. I faced the challenge of being embarrassed on stage, similar to Bryce, but I wasn't being bid on by girls. However, I had to go on a fake date with a girl onstage.
In the next few minutes I will show you the problems that educators and children, in the public school system, face because of the traditional, but out-dated calendar. I will then introduce you to some of the aspects of year-round school and show you how it is a better alternative than the current nine month calendar. There are, as I see it, 4 key issues that illustrate why the nine-month calendar is a problem. First, it is a 100-year-old system that was implemented to accommodate an agrarian society.
As Barnwell observes his students flounder in his conversational project, he realizes, “that conversational competence might be the single-most overlooked skill we fail to teach students,” (Par. 5). Through his personal reflection, Barnwell trivializes the issue as more of a lack of skill rather than a deep psychological issue. He is right, there is defiantly a lack of conversational skill in this generation, however, that is more of a symptom than it is the root of the disease. Barnwell’s solution for teachers is to “have a conversation,” with the students “about a challenging topic” (Par. 14). This is a good solution for the problem posed.
My Reflection of Real Talk for Real Teachers Real Talk for Real Teachers written by Rafe Esquith has been thought provoking as well as entertaining to read. I have learned a great deal from reading this book and I hope to implement a few of his ways in my future classroom. I can relate too many of the stories that have been told in this book because this is real life in a school environment. I would like to break my summary down chapter by chapter.
Within my observation of the classroom; I was able to see how the teacher interacted with the students, how gender role played a role within the students, and lastly see the how the students interacted. The first thing I observed and saw was how the teacher interacted with the students as she taught. I noticed that often she did not encourage the students to do better; she would just tell them to re-look at their papers and fix their papers if
Our Year 10 Drama class performed a satirical performance called the 10 best worst things about high school. The play was written by M.G. Davidson. This performance is about the different things high school students experience, for example friends, school clubs, field trips, cinema, gradation, prom and sports. Therefore, we have Narrator 1 and Narrator 2 that take us to those experience. Narrator 2 and Narrator 1 have a debate about why high school is the best or the worst.
The students were highly engaged. I could say that the concepts to be learn were explicitly linked to ELLs’ background experience and past learning. I listened to the teacher’s speech and voice projection, it was appropriate (not too slow, not too fast), and she emphasized the importance of being respectful/active listeners. She ensured that each students had sufficient time to respond to her questions, and clarify if a student seemed confused (regarding the objectives). As the students did the group work, Mrs. Carbone foster noticing.
Throughout my training, I implemented various strategies for engaging students in small groups and rigorous lessons. My role as a teacher is to communicate effectively, be respectful, and have self-worth and confidence. I did fear making wrong choices throughout this field experience. I set high expectations the students to achieve high goals. Teaching to me opened doors to many students’ lives.
