Though it can be done in larger groups, one thing that I have learned is that differentiation works so much better in small group settings. Small group allows you more time to recognize student needs and learning styles. You can then differentiate instruction to meet individual needs.
The one lesson I learned that The Nightly Show needs to understand
DOWNLOAD: https://urlcod.com/2vBRVX
OK, jg and all of your supporters, yes, elementary teachers work hard too, but I have (as an administrator) seen elementary teachers who seem to think lesson planning consists of turning to the next page in the teacher edition - and I don't mean the night before - I am talking about doing that when it's time to teach the lesson, so HS teachers with yellowed lesson plans in a dusty cabinet don't have a monopoly on lack of planning. There are excellent and poor teachers at all levels, and none of them have an easy job. We do ourselves a disservice when we bicker back and forth about who has the toughest job. However, in this discussion, the number of students per day IS a valid concern. If you have the same 30 kids all day, even if it is for all possible subjects, you can get to know their learning needs and allow activities to flow from one to another, covering more than one topic in the same activity. You can use non-fiction reading materials for reading and science, you can teach a math and science combination lesson together with a writing assignment afterward, etc. The HS teacher has to stick to one topic and stop after X minutes to begin again with a new group - and every group is composed of different students with unique needs. In many states, and especially now with the Common Core, the sheer number of topics to cover during the course can be quite daunting, and teachers feel the pressure to cover the material. (I don't equate coverage with teaching - I am just saying there is a lot of pressure to cover all objectives.) And, I hate to burst your bubble, many HS teachers do have multiple subjects in a single day. However, even the year that I had four sections of geometry and one of another math (so only two preps), the four geometry classes were all different and had to be approached differently. Same topic with different kids does not mean that you can do exactly the same lesson. Differentiation is difficult but worthwhile, and it is not something you can do for every lesson every day, but excellent teachers find a way to do as much as they can to help all students achieve.
The study, published Sept. 4 in the Proceedings of the National Academy of Sciences, shows that, though students felt as if they learned more through traditional lectures, they actually learned more when taking part in classrooms that employed so-called active-learning strategies.
With each new conversation, the sweat on my palms became less noticeable, and I met students from 23 different countries. Many of the moments where I challenged myself socially revolved around the third story deck of the Jerry house. A strange medley of English, Arabic, and Mandarin filled the summer air as my friends and I gathered there every evening, and dialogues at sunset soon became moments of bliss. In our conversations about cultural differences, the possibility of an afterlife, and the plausibility of far-fetched conspiracy theories, I learned to voice my opinion. As I was introduced to different viewpoints, these moments challenged my understanding of the world around me. In my final entries from California, I find excitement to learn from others and increased confidence, a tool that would later allow me to impact my community.
Your program's exclusion and readmission policies take into consideration the health of the child, other children, staff, and the needs of the family. It's important that you adhere to your program's policy and help families understand your program's health-related expectations and requirements.
In this lesson, you learned how to organize your time with preschoolers. You might have noticed that a lot of time is spent in transitions. The Using Transition Time activity will help you learn more about engaging children during transitions. Watch the video and answer the questions. Share your responses with your trainer, coach, or administrator and compare your answers to the suggested responses.
I believe the most important aspect in a safe and positive learning environment is the rapport between a teacher and his or her students. When the students understand that their teacher cares about them and wants them to do well, students feel comfortable asking questions, making mistakes and taking risks in order to learn something new. To build these kinds of relationships, the teacher should take interest in each student's strengths and interests, as well as their struggles and frustrations. He or she needs to act as a positive model for learning and celebrating achievements. When the students see that their teacher can learn from his or her mistakes, and laugh even in times when he or she feels frustrated, the students will feel much more comfortable to do the same.
Creating a classroom community and culture remain another necessary aspect when fostering a safe learning environment. Students need to understand what they have in common with their fellow learners in the classroom. It is the teacher's job to create this community so all students will get along and celebrate one another's differences. Strong classroom communities can form in a variety of ways. Throughout daily activities the students should be part of a collaborative learning effort, sharing their strengths and encouraging each other. The teacher also may introduce a number of jobs or responsibilities students need to complete in order to maintain the physical classroom. This shows students that they need to count on one another, and it keeps students accountable for their own learning environment as well. Classroom jokes, traditions and pets are other ways to build a strong community. When students enjoy each other's company, they are more likely to be accepting and feel safe in the environment.
The lessons I learned from football are priceless. They've helped me in my post-football career (yes, there's life after football). I learned how to tackle people and catch a leather ball, but more importantly, how to lead others and the value of practice. I learned life skills that many of my peers are still trying to figure out at 30 years old.
I agree with most of what's on this page, and our family lifestyle reflects that, but I will disagree with one thing it said. It is our job to help our kids and be supportive of them yes, to nurture them and help them get the skills they need to take care of themselves and their home when they're older...but it is not our job to do the teachers work for them, they get paid for that. Some days it seems like that's what's expected of parents. Some even send home classwork if the kids don't finish it in class. Which means the child now has even more work to do on top of their homework. Though I understand that the teachers want the child to finish the lesson, and were the homework not a factor I probably wouldn't mind it as much. I don't even mind them sending home study guides to help kids before tests (Which is what homework was originally) but to send home overwhelming piles of work each night for parents to help kids with, (Each child with different homework so that parents need to bounce from history, to math to English) it's unreasonable. When teachers send home homework, they're dictating what the parents can do with the little time they have with their child. Which is wrong. We once had to cancel a trip to a science museum because our child had too much homework to finish and there was no way to make it in time and get their homework done. They could have had an amazing educational experience which would overall help them get excited about learning with new and fun tactile experiences, but their schedule (and therefore our schedule) was being dictated by the teacher while they weren't even in class. Of course I try not to talk bad about homework in front of my children, because that would make it even more difficult to get them to do it. But children NEED family time, they NEED to be kids. To be allowed to get away from their work and be themselves, to go outside and play with their friends, or even go out to dinner once in a while with their parents. Homework has made it difficult to grow a relationship with our children beyond the confines of what the teachers are dictating. It's violating in some ways and frustrating in others. It's grown into this monstrous thing which it was never meant to become, and the funny part about it is that most studies done on it show that schools who don't have homework have higher test scores and graduation rates. Not to mention better mental health rates. Studies also show, that after a child is taught something, they'll only really learn it after a good nights sleep, and that no amount of homework will change that. Sleep is what our bodies need to absorb important information we learn throughout the day, so staying up late with homework might even be harmful to a child's education...
In Understanding by Design, Wiggins and McTighe argue that backward design is focused primarily on student learning and understanding. When teachers are designing lessons, units, or courses, they often focus on the activities and instruction rather than the outputs of the instruction. Therefore, it can be stated that teachers often focus more on teaching rather than learning. This perspective can lead to the misconception that learning is the activity when, in fact, learning is derived from a careful consideration of the meaning of the activity. 2ff7e9595c
Comments