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Reflection On Personal Experience

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Personal Experience In My Class
Teachers play a crucial and vital role in the process of learning; though it is very important that they have a detailed knowledge of the ways in which learning should be promoted in schools. I need to know what is important in terms of the learning theories and how these theories can be translated into the classroom environment.
During the course of this assignment we studied the topic based on animals. The theme for this unit was sharing the planet, with the central idea being; ‘Animals live in different natural habitats and share the world with us.’ At the start of the unit the children helped design learning areas in the classroom; they helped make an ocean area, jungle area and farm area. Together we put …show more content…

By visiting different websites; I got ideas of educating children and making them learn with fun activities like making their own animals with colour markers on board and explaining other children about their creativity.
During the weekend, I also planned to bring along some farm animals like parrots, cats, dogs, pigeons, birds in the school and help children get used to these animals and spend some time to overcome any fear that they might have. In the beginning, some children were very afraid of the animals moving and running in front of them and touching them, but as time spent, children realised that these animals are not dangerous and they started to feel the need touch them.
By employing scaffolding strategies, I helped my students achieve heights they otherwise could not reach. Three specific scaffolding strategies I used were: organising the environment, using appropriate visual clues to guide behaviours and …show more content…

Like Alara (3 Year Old) created a small grassy area for rabbits to sit and eat their food while she carefully monitored the excitement of the rabbit when a carrot was on her legs. With a little guidance and support this particular task enabled Alara to reach her new level of ZPD making connections and building on and improving her cognitive development by making a conscious decision and observing the result. Alara is open to learning more; she remembers names of many animals and their features that has improved her English skills during this

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Erin has display fear around all animals; the teacher is planning a field trip and the teacher doesn’t want Erin to miss such activity. Therefore, in this situation, the teacher needs to do the following to help Erin to manage her fears. Before the trip: The teacher need to acknowledge Erin’s fears and recognize them by helping her to understand her feelings. In this case, Erin needs to know that people can feel differently around animal, but in the same manner some of them may feel the same way as she does. Talking to Erin and allowing her to ask questions about her fears, will be a primary function of the teacher.

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For this field experience assignment, I observed a 4th grade teacher called Mrs. Davoren. Mrs. Davoren classroom consist of 30 students. Of those 30 students, five were ELLS and two had a disability. On this particular day, Mrs. Davoren was continuing a lesson regarding lines, line segment, and rays. She incorporated a variety of different activities and learning strategies to meet the needs of each of her students.

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Joe Ng 3/23/15 Pd.4B What killed Jim Crow? During the 1950s and 60s, segregation was created, colored people were treated unjustifiably compare to the non-colored people in America (mostly in the south). African Americans all over America were discriminated against because the laws allowed African Americans and whites to be treated differently. Here’s the big question, what killed Jim Crow?

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In their explanation, they will define why their picutres are important to the survival of the habitat and the species in it. Once they have discussed in groups, they will bring up their top three examples to share with the class. For the ocean example, the students would explain how the coral reefs act as protection and home for the different animal species in this habitat from their predators. Duirng the direct instruction, the teacher will play clips from different Disney Movies. After they are played, the teacher will ask for a further explanation.

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Through implement activities in this classroom, I observed that children have capacity to use materials in variety of ways to learn and explore base on their experiences and interests. Even though I have planned my activity and image how children might approach to the materials, I restrain instructions and let children express how they play and learn. I stay beside to observe and assist when children needed. It is treasure to see how children excited to learn and be creative. In the classroom, I’m sensitive to individual differences and abilities.

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At Frist Presbyterian Church of Bakerstown I learned while observing and interacting how some of the different set up of areas impacted a student’s learning and space. Some of the areas were used for quiet time, noisier activities, and more active learning. This related to the (Component 2e) because organizing physical space around the classroom provides the student a variety of ways to learn together or alone inside the classroom while also developing their social skills and working through any academic or social difficulties (Component 2d). Lastly, at Head Start the lead teacher provided the students with daily duties inside the classroom. For example, some of the students had the responsibility to clean up stations, and prepare the snack/lunch for the class.

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Friend and Bursack (2006) note that students should already have some amount of background knowledge before engaging in the scaffolding process to ensure a smooth transition into a new concept. Thus, it is crucial to consider this during lesson planning stages. The two summative assessments are designed to assess students understanding of the multiplication concepts as described in the lesson plans. There are two summative assessments that support the three integrated lesson plans.

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When I moved to the Philippines with my family at age six, I had no idea that I’d wind up locking myself in the room downstairs every day for weeks. I remember refusing to go to school where everyone would speak to me in a language I had no fluency in, and instead feebly hiding in the corner of the room in my new house with the door locked, waiting for my carpool to leave before I would come out. I was terrified and overwhelmed; the culture shock seemed insurmountable at the time and looking back now, it definitely was. Everything in the Philippines differed so much from what I was used to in California, and even from Japan where I lived for a year prior to moving. Never would I have thought that it would be there where I would find myself and become more intact with my culture than anywhere

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There are two theorists associated with cognitive development; Piaget and Vygotsky. Piaget believes that things children learn and do are organized as schemes, groups of similar actions and thoughts are repeated in response to the environment. Vygotsky believes that thoughts and language are separate functions for infants and toddlers. This is important for me to know because when teaching my first graders using Piaget’s belief that children curiosity to adapt to their environment, will help me in setting up my classroom so as to provide the friendliest environmental atmosphere. Another useful belief of Piaget that I intend to use, is by exploring and manipulating physical objects, children gain a relationship with their physical environment.

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“Relating to others is the challenge of ‘walking in others’ shoes” (NZ curriculum, 1999). In skill theme approach all students perceive the same task, presentation, practice and feedback. To move to subsequent task on the list students first must demonstrate mastery of learning task. Each child has some idea of what the other is going through. Therefore, makes it easier to offer and ask for help, and build reciprocal relationships (Metzler, 2011).

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Also, the children were able to make a mess, and not really worry about it. The children also had the freedom to create whatever they would like. The teachers were engaging the children by asking them what about their creations. The teacher also asked the children to create certain pictures, such as circles, squares, triangles, and letters. The teacher would ask the child these questions, only when they were no longer using their paintbrushes and the materials to draw images.

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The observation of children, centred round careful viewing and listening, is a crucial characteristic of effective early childhood pedagogy. Nonetheless, research suggests that early years’ practitioners struggle to observe children satisfactorily and find a great difficulty in planning provisions built upon their observations. Thus, it is imperative that as prospective early childhood educators, we should understand the importance and value that such methodology holds. There should be a continuity between that which is observed in the classroom setting and what is presented to the students to facilitate their learning. Such observation equips educators with the skills necessary for effective teaching, learning and assessment.

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Professional reflection As I began my field experience journey, I learned many roles and responsibilities as elementary teacher. My duration in the field was nine weeks. I began training at E. R. Dickson. I developed a great working relationship with the staff and parents in the community. I always knew teaching is my passion.

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Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.

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