... Guided Reading for Every Student Samantha McAdoo Grand Canyon University: UNV 501 July 18, 2012 Guided Reading for Every Student Potenza-Radis, C. L. (2010). A STUDY EXAMINING HOW STRUGGLING THIRD GRADE READERS, AS MEMBERS OF A GUIDED READING GROUP, EXPERIENCE PEER-LED LITERATURE DISCUSSIONS. College Reading Association Yearbook, (31), 61-80. When a student struggles with reading it can be difficult to get them to participate in classroom activities. This study showed that students who participate in guided reading are “able to engage in peer-led discussion with advanced understanding” (Potenza-Radis, 2010, 73). This article is deemed scholarly and given authority due to the peer-review process. Simpson, C. G., Spencer, V. G., Button, R., & Rendon, S. (2007). Using Guided Reading with Students with Autism Spectrum Disorders. Teaching Exceptional Children Plus, 4(1), 2-9. In the modern classroom more special students with disabilities are being pulled out of special education classrooms and put into regular classrooms. The responsilibty of being able to teach students with a wide range of levels (including disabilities) has been placed upon the teachers. Guided reading is ideal for teaching a mixed class because its “fundamental purpose is to meet the varying instructional needs of all students” (Simpson, 2007, 3). Not only does this peer-review give this paper authority but...
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...Apple Classrooms of Tomorrow Research Report Number 10 Teaching in High–Tech Environments: Classroom Management Revisited First – Fourth Year Findings Judith Haymore Sandholtz, Ph.D. Cathy Ringstaff, Ph.D. David C. Dwyer, Ph.D. Apple Computer, Inc. Apple Computer, Inc. 1 Infinite Loop Cupertino, CA 95014 acot@applelink.apple.com Introduction Since 1985, the Apple Classrooms of Tomorrow (ACOT)SM research project has provided teachers and students at five public school sites with individual computers for use at school and at home. Consequently, these teachers have spent more time teaching in high-tech classrooms than any other teachers in the world. Although most ACOT teachers taught for years before entering the project, the introduction of computers into their classrooms significantly altered their teaching environments. In many ways, they felt like novices again. None anticipated the range of student misbehavior, changes in the physical environment, shift in their teaching roles, and technical problems that would accompany the new technology. Nor did they anticipate how quickly they would learn to utilize the technology to their advantage in managing the classroom in areas such as grading, individualizing instruction, developing materials, and increasing motivation. While preservice teacher education typically includes training in classroom management techniques, little is known about classroom management in high-access-to-technology environments...
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...Terry and I have had the opportunity to debrief on a regular basis throughout the school day. Mrs. Terry, the instructional coach, and I spend our mornings in classrooms conducting instructional rounds. After this time, we debrief together sharing praises, concerns, and brainstorming ideas for individual growth opportunities. Following instructional rounds, we spend the rest of our morning and most of our afternoon attending professional learning community sessions in the PLC room. This schedule allows for multiple opportunities for the three of us to discuss and...
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...When I got it out of the way I felt better and more at ease in the classroom setting. My next fear was taking my first test. I stressed out so much over it that I took the day off from work so that I could study and received an 85. Once the test was done I realized that I needed to relax when taking test because I was not going to be able to take off for every test this semester. The first math class I took was an eye opener for me. I realized I had to do a little more research on the professors I chose because not all are a right fit for each individual. I went to my advisor and told him what issues I had with the professor and he advised me to drop the class before the official day of record so that it would not impact my GPA and financial aid. It was the best advice I could have received because I enrolled for the same class with a different professor that explains in detail what we are learning in the math class. Everything in this semester had really fallen into place. Becoming a college student has been one of the most frightening and rewarding experiences all at the same time. This experience has helped me to evolve as a person and find the inner strength to overcome my fears. After surviving my first month of school I have a new confidence and look forward to completing my degree. My opportunities for advancement will open up and my resume will no longer get looked over for lack of education...
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...STAFF RELATIONSHIP WITH STUDENTS, FELLOW STAFF, HEADS,PARENTS AND THE COMMUNITY. Definition: Relationship refers to the way in which A. two people, groups or countries behave towards each other or deal with each other. B. Gillian Anderson, “…. the best relationships – the ones that last – are frequently the ones that are rooted in friendship….’ C. Donald Miller, ”When you stop expecting people to be perfect, you can like them for who they are.” Relationships can be categorized into formal, informal and professional. A formal relationship thrives on officialdom. Nothing outside the rules and regulations are tolerated. Everything thrives on paper. An informal relationship does not operate with strict rules of doing things and behaving. It accommodates respect for the feelings of others. It also envisages the impact of a workers duty on him, his health and family. A professional relationship combines both formal and informal features in order to achieve objectives and goal of specific instance. A teacher should maintain a professional relationship. But knowing when to switch between formal and informal planes, requires skill, training and experience. A professional relationship is cordial, above board and seeks organizational advancement the well-being of everyone. Relating with Students: Professionalism is the watchword. We should teach but condescend to identify the individual differences. We should relate with them in order to help them excel academically...
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...Classroom and Behavior Management Plan Dr. Renee Murley Learning in the Urban Environment ICL 7709 July 31, 2009 Rules and Procedures On the first day of class, the students and I will have a conversation about my expectations and the students’ expectations for the classroom. From these expectations, together, we will create a set of guidelines for conduct in the classroom. We will also discuss common occurrences in the classroom such as late arrival, preparation for class, etc., and how they should be handled. From this class forum, we will derive the rules and procedures that will govern our classroom. Whereas, not all rules and procedures will be negotiable, we will discuss the meaning, rationality, and fairness of each rule, and also how these rules fit into the framework of the school’s guidelines. This is done with the idea in mind that if students have a part in creating the classroom rules and procedures that they will be more apt to follow them. These rules will be posted permanently in the classroom, on the teacher’s website, and also printed in written form so that the information may be given to the students, parents, and administrators. General guidelines for behaviors will be as follows: 1) Be respectful of the thoughts, feelings, personal space, and property of others and self. 2) Be on time and prepared for class. 3) Be in your desk and prepared to work when the bell rings. 4) Do ask permission before speaking or getting out of your...
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...Being an educator there are many strategies and theories that we use to cultivate for our success. There are many strategies used to build social and personal dimensions in our classrooms. Social dimensions in are classroom are fostered by developing class norms and building relationships, which is basically making your classroom a safe haven for your students to express themselves. Developing class norms are not something that should just be used in the first weeks of class, but carried out throughout the year. To implement these into yur classtroom you have to create that atmosphere and that would first start by making sure that all of your students are comfortable with each other. This will be created by your students sharing there interest with one another. In Schoenbach, Greenleaf & Murphy (2012) it says, “ taking a few minutes for students to share information sets the tone that in this class we expect to get to know each other and work together” (59). Another great way to creat social dimension is by letting students share their opinions on what they think the class norms/rules should be. I feel that this would be very crucial to your classroom because they would be more willing to follow the rules. While trying to create that social dimension in the classroom, you also have to help the students create a personal dimension. Creating a personal dimension is like given one’s self power. Schoenbach, Greenleaf & Murphy (2012) speak on it when they say, “ The power...
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...Classroom Management Beliefs By; Julie Sanchez Grand Canyon University EDU 536 Classroom Management Beliefs List 1.) How a teacher should act? ➢ A teacher should act with Professionalism at all times even when having fun ➢ A teacher needs to be compassionate to the diverse student population. ➢ A teacher needs to be composed during a crisis situation or when disruption takes place during their lesson. ➢ I believe just as the text that a teacher should act with Confidence because she will exude it to her students. 2.) How students are expected to behave Students would be expected to be ready for class when they sit down at their desk. Students would be expected to be compassionate and to the needs of their peers Students would be expected to listen to others and not be disruptive or interrupt Students would be expected to follow directions of the teacher and class rules 3. What the classroom might look and feel like a. The classroom would be decorated in warm, welcoming colors b. The classroom would feel like a cool spring day with open lighting and greenery for a natural outdoor feel. c. The classroom would have pockets of blurbs about what is expected of the students d. The classroom would be spaced out so that no one felt crowded or left out, but an open environment that flows. e. The...
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...Promoting speaking in a mixed ability classroom | August 2 2014 | Many educators find it increasingly challenging to get the weaker students in a mixed ability classroom to participant fully in class discussions and activities. This challenge is faced by teacher from all background and at all levels. Many educators have come up with different strategies aimed at solving this problem. However, the most widely accepted and applied strategy is the ABCD goals approach proposed by McCombs and Pope in 1994. This is an easy to use strategy as it gives educators the flexibility of customizing the ideas to suit the need of different classrooms. | “it so hard getting the weaker students to join in” | Cameroon Teachers association in Thailand Mahasarakham Cameroon Teachers association in Thailand Mahasarakham To get every student in class active is the dream and desire of every good educator. However it is not that easy to achieve. Studies have shown that educators across the world face a day to day challenge in bring all students in their class to participant in classroom discussions and activities. The failure to achieve desired result has resulted in many schools separating class room based on ability of students. This solution limits the number of mixed ability students in one class making it easy for educators to get more than 80% of the students active. You must be wondering if this is a solution then: 1. Why keep mix ability classrooms? 2. Why not divided the classes until...
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...When my mom and I arrive at school, I get out of the car and wave goodbye to her as I make my way towards class. It’s the first day of 4th grade and a sheer excitement radiates from when I think about all the new people I’ll get to meet. I can already see kids playing on the playground, but I see no one that I know that I can hang out with. I wait nervously by the classroom door and watch the others play with their friends. The bell finally rings, so I lift my back off the wall and enter the classroom. A good amount of people I know are already in the class; however, the people who I know aren’t ones I’m close with. I walk myself to a desk that’s in the back of the class to sit at but see that there’s a name on it that isn’t mine, so I wander...
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...Children who often display behavioral problems tend to be put into the classification of “At-risk”. These children may exist in any grade level and may display multiple signs. These “at-risk” behaviors may range from slight behavior trouble, such as bad grades and disinterest, to more sever behavior, such as violence and rage. These children risk not only failure in school, but failure in life as well. They may drop out of school, become members of gangs, act in fits of violence, and become drug addicts. Teachers must be aware of signs and intervene when a child shows such behavior. In this assignment our case study is a sixteen- year- old tenth grader which could be male or female since there is no specific gender description. For this paper we will refer to our student as a girl named “Sally”. Sally demonstrates behaviors which include defacing school property, reading at a sixth-grade level, sleeping in class, and refusing to answer direct questions in class. Sally does not have many friends, and is living in a single parent home with siblings. A particular behavior which Sally demonstrates that is particularly troublesome is her poor reading skills. She is probably likely to feel as though she cannot join in with her peers. Erik Erickson believed that students feel he or she is distracting themselves by “defacing school property” to act out her frustrations in her inability to keep up with the class (Erikson). As her teacher I could assign her special books, and reports...
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...Difference Between Rules and Laws • Categorized under Grammar,Language | Difference Between Rules and Laws Rules vs Laws The main difference between rules and laws is the consequences associated with breaking them. While each is developed to invoke a sense of order, fair play, and safety, the weight of a law is much heavier than the weight of a rule. Laws are like the legal version of rules. When you are a child, a parent sets rules to be followed. When you are in a society, the government sets laws to be followed. When a rule is broken, the consequences tend to be uncomfortable but mild in comparison to the breaking of a law. Laws are enforced by a higher governmental office, usually the police and the prosecutor’s office. Laws are written in specific code so that they can be interpreted as needed. When you break a law there is legal action that follows, provided that you are caught. Rules are more flexible and carry low end consequences. You can set up rules for games, rules for the home, even rules for fighting or being intimate with a partner. Rules are personal in nature, and they are often adjusted as the conditions and circumstances of the home change. Laws must be passed through due process in order to take effect. A law starts off as a bill, and must go through a series of checks, balances, and votes in order to become a law. Rules are merely set and adjusted as the need arises, and should be followed out of respect for those setting the rules. Rules help us...
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...choose to do a school leavers programme instead, and then go to university which is very appealing to me. After my studies I'm planning to take a gap year in which I will gain some more experience in a working environment such as Deloitte. Taking a gap year will provide me with valuable new skills that an employer will be impressed by such as organisational skills and the ability to work independently. As well as this through my gap year I will meet new people from all backgrounds which will improve my confidence when meeting new people. I like the idea of a gap year because it can provide much more than a class room setting, we can learn a lot in a classroom but it isn't until we put it to practise in the real world that we really understand what's going on. I will also be able to learn a lot more about myself and who I am as a person. While taking part in microtyco I have realise that I am very active when I am passionate about a subject so I tried to go to as many classrooms as possible making them aware of women in LDC'S and how their 1p's and 2p's will enable women to get out of a tricky situation. I believe I can be passionate when carrying out task during my work experience at Deloitte this will enable me to get task done quickly and...
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...a positive outlook and attitude in the classroom. * appears well rested and ready for each day's activities. * shows enthusiasm for classroom activities. * shows initiative and looks for new ways to get involved. * uses instincts to deal with matters independently and in a positive way. * strives to reach his (or her) full potential. * is committed to doing his (or her) best. * seeks new challenges. * takes responsibility for his (or her) learning. Behavior The student: * cooperates consistently with the teacher and other students. * transitions easily between classroom activities without distraction. * is courteous and shows good manners in the classroom. * follows classroom rules. * conducts himself (or herself) with maturity. * responds appropriately when corrected. * remains focused on the activity at hand. * resists the urge to be distracted by other students. * is kind and helpful to everyone in the classroom. * sets an example of excellence in behavior and cooperation. Character The student: | * shows respect for teachers and peers. * treats school property and the belongings of others with care and respect. * is honest and trustworthy in dealings with others. * displays good citizenship by assisting other students. * joins in school community projects. * is concerned about the feelings of peers. * faithfully performs classroom tasks. * can be depended on to do...
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...(below) you will know what budget you have set yourself. You will need two figures: a. Capital Outlay; Are you purchasing the premises? Also, purchase or not, what expense will you incur converting them to the school you want. b. Ongoing expense – rent/mortgage repayment. Consider the following issues: - Costs. Apart from wages this is likely to be your biggest cost. - Access for students (public transport availability, parking, etc) - Other tenants in the building. Will your sudden surges of students arriving and leaving create problems for you? - Natural light for your classrooms. - Legal requirements; health & safety, fire, emergency exits and so forth. Discover what insurance will cost, particularly public liability insurance. - Potential income. How many classrooms can you operate, and how many classes will go through each classroom in a day? At what point will your premises limit your potential growth? - What level of outfit are you going to apply to your premises, given that you want to impress your students with a professional set up on the one hand, but not blow your limited budget on the other. 4. People Identify who you are going to employ and at what point? Will you do all the work at the beginning? If so how many students will it take before there is too...
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