university in Louisville, Kentucky. There is not much information about the author found from the searching of internet. Summary of article In this study, the author, Sherretz employ a qualitative case study by using the methods of observations, interviews, and analyzing classroom artifacts to answer her research questions. It is an explanatory case study investigating the teaching practices of mindful teachers. Sherretz (2011, p.79) initiates the intention of her study by drawing the argument “public
For my observation, I observed Center School in Longmeadow, Massachusetts. I was observing Erin Craft an educator who was teaching third graders in elementary school at Center School. When I first entered Erin Crafts classroom I instantly felt welcomed and she made the environment safe, respectful, and caring. Erin Crafts classroom was creative, colorful and was filed with several displays of helpful posters and children’s work. Her classroom had a very open layout that had one area designated to
Ford Road Elementary School's healthy culture includes shared values, common beliefs, written and unwritten rules and behavior expectations of all stakeholders. Within the school community, all stakeholders utilize school's social norms and create opportunities for everyone to be successful. A healthy school culture creates an environment in which the school community, at all levels, is actively engaged, feels empowered to effect positive change, enjoys congenial relationships and is supported and
My observation took place in a charter school located in Harlem, Manhattan. I have been placed to work with second graders. The class is made up of twelve boys and nine girls. It has a mix of seven and eight years old students. The teacher work with each of his student by individualized instruction that is aligned to the Common Core standards. The child I chose for my observation is the boy aged seven years old. His name is Ismail. His family is form Yemen and they moved to United States when Ismail
scores among ELL students. The researchers evaluated thirty-five public school elementary teachers who taught science to ELLs in English (2012, p.34). While in the program, teachers attended monthly workshops the first semester and were observed through in-person visits or video recording during the second semester.
They become more trusting know that there is someone who they can relate to and because of this sometimes a Child and Youth Care practitioner is the one caring adult in a life a youth. School base Child and Youth Care practitioner work with both Elementary and Secondary children and youths regardless of the age they struggle with boundaries. While are maintain our own boundaries it is important that we teach them healthy
Causes of Low Motivation to Learn English Language Elementary Students The cause of low motivation to learn English language elementary students is as follows. 1. The presumption that English is a complicated and difficult language. Most students consider English difficult and complicated, especially for beginners. If the submission of English material is less interesting, students will find it difficult to follow the learning from the teacher. 2. Students lack sympathy for teachers who teach English
cooking, and playing dress-up. Pretend play can be seen as a thinking skill, as children have to understand the meaning of what is happening. This type of play can be seen in a variety of environments such as day care centres, kindergarten classes, elementary school, households etc.
Introduction The general explanation of the paradigms Behaviorism refers to the school of psychology that is based on the belief that behavior can be measured, trained and changed. It is also a theory of learning based upon the ideas that all behaviors are acquired through conditioning and it is a systematic approach to the understanding of living organisms in relation to environmental events. It is primarily concerned with the observable and measurable aspects of human behaviors. Behaviorist view
personal and professional growth. In K. E. Johnson & P. R. Golombek (Eds.), Teachers’ narrative inquiry as professional development (pp. 1-14). Cambridge: Cambridge University Press. Khader, Fakhri R. (2012). Teachers’ Pedagogical Beliefs and Actual Classroom Practices in Social Studies Instruction. American International Journal of Contemporary Research,