When examining the classroom, I will be sure to look from Tabitha's point-of-view ("A Preschool Classroom"). Because "children need an at home like atmosphere," I will be looking for three primary factors -- that the classroom is "attractive and inviting and safe" ("A Preschool Classroom"). In Tabitha's case, I will be especially sure to examine the art station to see if any safety or aesthetic issues are occurring. In addition, I will be sure that Tabitha can reach all art materials, that her portraits are displayed in a way that encourages her to be proud of her work, but that they are out of reach of other students. Based on this examination, I note two things that may be causing Tabitha's reaction. The first is a change of material. Instead of crayons, the facility had recently purchased markers at a discounted rate. The second is color. While the portraits usually…...
Positive Class oom Environment
Positive Classroom Environment
Grade Course
This report is about building class room environment for school students. In addition to the general concepts about class room environment, the report focuses on a particular issue and presents its solutions in the light of concepts and practices prevailing in the literature of building class room environment.
There is a scenario of school class consisting of students who age is between 12-14 years. It is French class, to be held once a week for 35 minutes. The school administration has issued a plan of contents to be covered in each period. The teacher needs to cover that contents plan effectively within the time.
The behaviour of students is not much learning oriented. They put the teacher to task and give him tough time in managing class and covering the course contents. In addition to behavioural problems, they also lack in capabilities to learn quickly. Hence…...
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References
Chris, K., 1995. Essential Teaching Skills, 2nd edition. USA: Stanley Thornes (Publishers) Ltd.
Partin, R, L., 2009. The classroom teacher's survival guide: practical strategies, management techniques and reproducible for new and experienced teachers. San Francisco, Calif.:Jossey-Bass
Rodgers, B., 2011. Classroom behaviour: a practical guide to effective teaching, behaviour management and colleague support.3rd Ed, London: Paul Chapman Education publishing.
Wolfgang, C.H. 2009. Solving discipline and classroom management problems: methods and models for today's teachers. 7th Ed Hobken, NJ: John Wiley & Sons
The main way with which the zone of proximal development is applied in the classroom is through academic competitions and extra-curricular and co-curricular settings where students augment skills learned in the classroom.
In attempts to improve student learning, Vygotsky various ideas and concepts of cognitive learning zones including the zone of proximal development. Since the concept takes place when students can complete tasks independently, it has been used as the basis of different instructional approaches in the classroom. Generally, teachers can use effective instructional approaches depending on the developmental ideas of cognitive psychologists such as Lev Vygotsky to enhance student performance (Blake & Pope, 2008, p.60).
The main idea from Vygotsky's zone of proximal development concept is that social interaction plays a significant role in student learning and overall performance. This is mainly because social interaction enables students to learn from each other and independently through internalization process that results in…...
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References:
Blake, B. & Pope, T. (2008, May). Developmental Psychology: Incorporating Piaget's and Vygotsky's Theories in Classrooms. Journal of Cross-disciplinary Perspectives in Education, 1(1), 59-67. Retrieved from http://jcpe.wmwikis.net/file/view/blake.pdf
"High School Features." (n.d.). Maximizing the Brilliance of Children. Retrieved from Kenosha
Introduction
Every classroom has its own distinctive dynamics that are determined by the individual classroom members. This paper is a report on observations made on classroom dynamics. The observation was part of my practicum; it was done in an elementary classroom that has pupils from various backgrounds in terms of race, ethnicity, social class, gender, and culture.
Classroom environment
The environment of the observed classroom was well arranged; with clear sitting arrangements known to each of the pupils. This arrangement was used during learning sessions. On the walls, there were charts for the various subjects, among them mathematics and science. The pupils sat facing the direction of the chalkboard. The class timetable included lessons and playtime. Play could either be in the classroom or outdoor for physically oriented activities. Plays done in the classroom included functional play, manipulative games, constructive play, dramatic play, manipulative games (Sungur & Güngören, 2009). The classroom was made…...
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References
Lin, M., Lake, V. E., & Rice, D. (2008). Teaching anti-bias curriculum in teacher education programs: What and how. Teacher Education Quarterly, 35(2), 187-200.Sungur, S., & Güngören, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8(3), 883-900.VanHoorn, J., Nourot, P. M., Scales, B., & Alward, K. R. (2014). Play at the center of the curriculum. Pearson Higher Ed.
Introduction
The main purpose of this assignment is to analyze the arrangement of the classroom environment and assess why this kind of environment would efficaciously meet the individual needs of children with autism. Specifically, the video is one of a self-contained classroom that is designed for children with Autism Spectrum Disorders (ASD). The paper will outline the different modifications as well as visual supports that have been utilized in the classroom setting so that children with ASD can actively participate in everyday activities.
Classroom Analysis
One of the key perceptible aspects within the classroom that have been modified to facilitate learning for the students with ASD is visual supports. For instance, in the class tasks for the day, pictures have been used to illustrate precisely what will be the tasks for the day. In addition, it can be seen that each of the students including Aaron, Evans, Joe, and Amauri have a thread…...
Applying This Week's eadings
This week's readings have been helpful in showing that it is important to consider the challenges that new writers face -- especially if those writers are young ESL's. The idea of Peregoy and Boyle (2013) to use technology and introduce students to blogs or wikis on the Internet is a good idea and Gottlieb's (2006) idea of keeping students engaged by spicing up the classroom environment with different modes of learning -- such as pictures or videos is another useful tool.
In class, I could see applying both of these methods because we are now in the Digital Age and it is important that we embrace this fact and enable young learners to navigate their lessons via this technology. So I think this week's readings helped me to see that and to better appreciate the options that are available to a teacher. It has definitely helped me to…...
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References
Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Thousand Oaks, CA: Corwin Press.
Peregoy, S. F., & Boyle, O. F. (2013). Reading, writing, and learning in ESL: A resource
book for teaching K-12 English learners (6th ed.). Boston, MA: Pearson.
The traditional classroom environment is no longer supportive of student learning and it is critically necessary that educators address the current classroom environment as well as their instructional practice in the classroom if students are to be effectively prepared through education to take their rightful place in a global society characterized by information technology and networked business systems. The classroom environment that is characterized by different learning activities, cooperative and inclusive learning will provide a solid base in learning to prepare students for entrance into the world as effective and functionally adept individuals.
ibliography
urgstahler, Sheryl (2002) Universal Design in the Classroom and Computer Lab. Washington Education Staff webpage. Online available at http://staff.washington.edu/sherylb/univ_pacer.html.
Riddle, Elizabeth (1999) Lev Vygotsky's Social Development Theory. Helen a. Kellar Institute for Human Disabilities. Online available at http://chd.gmu.edu/immersion/knowledgebase/theorists/constructivism/vygotsky.htm.
10 Design Ideas for Schools of the 21st Century (1998) American School & University. 1 January 1998. HMRH Architects. Online…...
Classrooms for Army Noncommissioned Officer Academy Students
Educational Environment for Amy Noncommissioned Officer Academy Students
Education is important in any environment. The same goes for military training. Noncommissioned Officer Academy Students must experience a well balanced blend between military field training and academic proficiency in order to succeed in their military careers and in life outside of the Army as well. The learning environment in such contexts holds true to the strict regulations of the military, but allows for students to benefit from low student to teacher ratios with highly trained education staff and enjoy participation with their classmates that augments their education and training.
Classrooms in NCO contexts are still a military environment. As such, they do still carry with the very strict and rigid military themes and tones. All students are expected to carry with them their military discipline within the context of the classroom. Thus, the maintenance, organization, and cleanliness…...
Classroom Arrangement and Early Childhood Autism
The arrangement of the classroom environment could effectively meet the individual needs of children with autism spectrum disorder (ASD), as the room is neatly divided, which helps ASD children delineate borders and boundaries, and bright colors are used to help convey important information—like the class schedule, vocabulary words on the board to learn, and so on. There is also plenty of space for peer interaction, which Bene, Banda and Brown (2014) note is helpful for peer-mediated instruction, as it allows students to discuss with one another and communicate more freely without obstacles getting the way.
There are also several lamps in one area to help give light and make the room brighter. The lamps are helpful for reading and give a warm, lively atmosphere to the classroom. They are like living room lamps so have the added benefit of being inviting and welcoming. As Ganz (2007)…...
Classroom Observation and Commentary
How the Teacher Promotes a Positive Classroom Environment for Reading Instruction
The teacher promoted a positive classroom environment for reader instruction first by greeting the class warmly and announcing the activity that the class was going to do in a warm and enthusiastic tone. The teacher then used cue cards with large print words in different colors to go over the various vocabulary terms that the class was going to read in their reading material for the day. The teacher sounded out the first few words and then invited the class to sound them out with her. Thus the teaching approach was varied and oriented towards appealing to diverse learning styles (Souto-Manning & Martell, 2016). Then she asked if anyone could spell the word. If a student raised a hand but had difficulty spelling or reading the word, the teacher encouraged the student by asking helpful questions in…...
Introduction
It is easy to assume that a comprehensive decision making theory gives a reliable basis for an observation scheme for a classroom. However, it is apparent that even though the practical and theoretical ventures overlap in many respects the core of the theoretical tenets are fundamentally variant. They are broader in some respects and narrow in others. The deterrents of real time implementation are significant and thus the scheme of analysis is fundamentally different from the theory frames that led to (Schoenfeld, 2013.
At the onset, I believed that teaching was about spending 8 hours teaching and having a great time with children. Indeed, teaching seemed the easiest career choice for me. However, having interacted with many a student from across the age spectrum and educational levels, there is a side of the world that can only be viewed from the inside of a class. I changed my mind and view…...
Classroom Teacher
The Classroom of the Future -- Civics Education in the Future as a Living Lesson of Civics Democracy in the Classroom
Teaching Democracy in John Goodlad's Democratic Classroom
Civics is one of the most complex subjects to teach children, particularly children in junior high school, between the grades of 6th through 8th. During these ages, children are only beginning to gain a sense of centeredness in terms of their place in the world, their sense of personal morality, and also their sense of responsibility to the larger community. Merrill Harmin's text Inspiring Active Learning Strategies of Instruction provides an acronym for the five core aspects of any educational program -- DESCA means "Dignity, Energy, Self-Managing, Community, Awareness." Civics instruction must foster these elements in a student so that he or she becomes an effective learner, an effective participant in the larger community, as well as foster these principles within the…...
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Works Cited
Bitter, Gary. Using Technology in the Classroom. Fifth Edition. Pearson Allyn & Bacon, 2001.
Brophy, Jere, Motivating Students to Learn. McGraw-Hill Humanities/Social Sciences/Languages, 1997.
Gootman, Marilyn E. The Caring Teacher's Guide to Discipline, Second Edition. Corwin Press, 2000.
Goodlad, John I. In Praise of Education. (John Dewey Lecture Series) Teachers College Press, 1997.
Another lesson to be learned is the importance of reflective thinking, in which teachers and students reflect on their actions (Griffin, 2003). eflective thinking is particularly important as it ensures that people learn from their behavior, and it endows them with heightened self-awareness. For example, through reflective thinking the teachers in each of the critical incidents would understand the importance of using positive reinforcement, which has been shown to alleviate many disciplinary issues (Tulley and Chu, 1995).
Another lesson is that in addition to open communication, there must be collaborative interaction between students and teachers whereby they engage in a continuous and mutually supportive dialogue (Neale et al., 2000). Collaborative interaction resembles open communication, but is grounded in action rather than just dialogue. Implementing collaborative action would ensure that the needs of the intellectually curious students (the student in the United States history class and the one in the 8th grade…...
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References
Griffin, M.L. (2003). Using critical incidents to promote and assess reflective thinking in preservice teachers. Reflective Practice: International and Multidisciplinary Perspectives, 4(2), 207-220.
Neale, D.C., et al. (2000). Collaborative critical incident development. Proceedings of the Human Factors and Ergonomics Annual Meeting, 44(37), 598-601.
Tulley, M., & Chu, L.H. (1995). Student teachers and classroom discipline. The Journal of Education Research, 88(3), 164-171.
Watts, M., et al. (1997). Prompting teachers' constructive reflection: Pupils' questions as critical incidents. International Journal of Science Education, 19(9), 1025-1037.
ullying
The incidents of April 20, 1999 from Columbine High School in Littleton, Colorado put bullying into a new perspective. Two students, Dylan Klebold and Ryan Harris, who were, for all intents, intelligent and well adjusted went on a killing spree. They killed and injured several members of the school including a teacher. (Rosenberg, 2000) Then they turned the guns on themselves. Their plans were grandiose. After the massacre, they intended to flee the country. Once the furor had died down, new information showed that the two students were generally reticent, withdrawn and subjected to bullying by their peers, especially the physically stronger students. Klebold and Harris were emotionally and physically abused. Isolated, they developed a hatred for their fellow students. This manifested in initial thoughts of suicide and then murder. Stories abound about bullying turned to tragedy abound. The Columbine incident was the biggest and got the most coverage.
ullying (or…...
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Bibliography
Berman, H., et al. "Sexual Harassment: The Unacknowledged Face of Violence in the Lives of Girls." The Best Interests of the Girl Child. Eds. H. Berman and Y. Jiwani. London, ON: The Alliance of Five Research Centres on Violence., 2002. 15-44.
Bleuel, Hans Peter. Sex and Society in Nazi Germany. Philadelphia,: Lippincott, 1973.
Congress. An Act Concerning Bullying Behavior in Schools and Concerning the Pledge of Allegiance. Washington, D.C: House of Congress, 2002.
Fried, S., and P. Fried. Bullies and Victims: Helping Your Child through the Schoolyard Battlefield. New York, NY: M. Evans & Co., Inc., 1996.
Classrooms are diverse environments, characterized by students from varying backgrounds, and with varying needs and skill levels. It is from this diversity and the recognition of how it contributes to the richness of a learning environment that the concept of differentiated instruction arises. Through differentiated education, students representing diversity have the opportunity to learn in environments that promote inclusion, unity, and understanding. An investigation into the effects of differentiated instructional curriculum for a fifth-grade science class demonstrated that both teachers and students reported a significantly higher degree of satisfaction with methods and materials used in differentiated instruction as opposed to typical instruction (McCrea et al., 2009). Similar results were found in a study that investigated the effectiveness of differentiated instruction in the realm of physical education curriculum (Kriakides & Tsangaridou, 2008).
Developing and putting into practice differentiated instruction curricula involves shifts in planning, execution, and assessments that require flexibility and willingness…...
Kyriakides, L. & Tsangaridou, N. (2008). Towards the development of generic and differentiated models of educational effectiveness: a study on school and teacher effectiveness in physical education. British Educational Research Journal, 34(6), 807-38.
Lawrence-Brown, D. (2004). Differentiated instruction: inclusive strategies for standards-based learning that benefit the whole class. American Secondary Education, 32(3), 34-64.
One of the struggles facing anyone in a management situation is figuring out how to keep the workforce motivated. In fact, working on developing management techniques requires concentrating on how to motivate people, whether it is directly focused on techniques that can increase motivation or simply focused on changing worker’s perceptions of leadership, which can either be motivating or demotivating, depending on the perception. There are various different theories of motivation that are often used to describe what motivates workers, how to increase motivation, and how to avoid things that decrease employee motivation.
The impact of culture on an individual's approach to the classroom is significant. Culture shapes our beliefs, values, and behaviors, which in turn shape our approach to learning and education. Proper spacing and format might look like this:
Culture, with its rich tapestry of traditions, customs, and societal norms, can greatly influence the way we view and engage with the classroom. Firstly, culture shapes our attitudes towards education. In some cultures, education is highly valued and seen as the key to success, leading individuals to approach the classroom with enthusiasm and a strong desire to learn. Conversely, in cultures where education....
Each of these principles will have a significant impact on the way I teach. Here's a breakdown of how each principle will influence my teaching approach:
1. Prior knowledge: Before introducing new concepts, I will assess students' prior knowledge to identify any gaps or misconceptions. This will enable me to provide targeted instruction, building upon their existing understanding and connecting new information to what they already know.
2. Active learning: I will incorporate various interactive activities, such as group discussions, problem-solving tasks, and hands-on experiments. By actively engaging students in their learning process, they will have the opportunity to apply their knowledge....
1. Exploring the Effects of the FAT City Workshop on Educators
2. The Impact of the FAT City Workshop on Classroom Management
3. Enhancing Teacher Practices through the FAT City Workshop
4. Understanding the Importance of the FAT City Workshop in Special Education
5. Implementing Strategies Learned from the FAT City Workshop in the Classroom
6. Transforming Teaching Practices with the FAT City Workshop
7. The Role of Self-Reflection in the FAT City Workshop
8. Addressing Challenges in the Classroom with the FAT City Workshop
9. Empowering Educators through the FAT City Workshop
10. The Evolution of Inclusive Practices with the FAT City Workshop
11. Empowering Students through Educators Trained....
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