There’s something special about doing your practicum at the same place you graduated from high school. So much has changed, but at the same time, so much remains the same. The most interesting part of my time here at Beaver Dam High School is seeing the other side of things that students are not necessarily privy to. For example, knowing how a teacher writes curriculum and plans for units. High schools have so much going on in plain sight and behind the scenes, and Beaver Dam is no exception. Therefore
The students were excited about drawing the parts of an apple and labeling each one. They all did a fabulous job and they were so focused. I was incredibly proud of all of the students. I also put my reflection from yesterday to use. I made sure to ask beforehand how to proceed with my group. Then I went into detail how the students were to complete the work. I made sure that each student understood the
Discipline, classroom management, and creating community in the classroom begins the first moment a student meets a teacher. This may be the first day of class, at a basketball game, or as students pass the teacher in the hallway. Respect, in my opinion, is the beginning to every good relationship, which is exactly what teachers must develop with students in order to build an atmosphere of successful learning. An atmosphere of successful learning holds disciplinary issues to a minimum, because
• The students are partially responsible for the classroom atmosphere, but the teacher should help by controlling the class arrangement, changing the usual partners, and introducing warming or group-engaging activities. • The teacher should know where the lesson is heading, make sure the students are following
As to me, I think the module video presents a variety of skills and concepts that help teachers in creating a well-managed and effective classroom that provides an environment in which teaching and learning escalate by setting clear and well-organized classroom rules and procedures. An effective learning can be maximized in a secure learning climate, where the teacher and her students feel comfortable. It is very beneficial that both, the teacher and the students must be encouraged and motivated;
o The challenges to conducting the formative assessment in the classroom. o Some solutions like ICTs tools that can help teachers to do assessments o The theoretical framework for formative assessment. Community-Centered Environments o What is the Community Centered environment refers to. We found, It refers to the classroom as a community, the school as a community, and the degree to which students, teachers, and administrators feel connected
in critical reflection and as a result he suggests six reasons why it is important for teachers to adopt this practice. Teachers should engage in critical reflection because it helps to avoid self-laceration, it helps us to develop a rationale for practice, it helps to take informed actions, it grounds us emotionally, it enlivens our classrooms, and it increases democratic trust. Based on these six suggestions made by Brookfield I believe that to some extent critical reflections among teachers
During my junior year of high school, my English III teacher assigned to me one of the most important assignments that would affect me not only inside of the classroom, but also outside of it. The task to read twenty books in addition to books we were reading as a class. I originally thought this would be a daunting task with me reading twenty fiction books of endless love stories; however, that was not the case. I began the year reading fiction; however, I then decided I wanted a change. On our
journals (Richards, 1995; Xu, 2009). Collaborative diary keeping has been found to be instrumental in developing a critical reflection on teaching (Xu, 2009). Studies conducted on collaborative diary keeping have associated the same practice with several benefits to self-development among second language teachers (Orem, 2001; Richards, 1995; Xu, 2009). Firstly, the awareness of classroom process and a deep consideration of the same process was improved significantly. Secondly, the collective diary keeping
and good models for others, and to be so, mentoring is an important means for them (Goodwyn, 1997). For them, the interaction with prospective teachers, novices, or among themselves is an excellent stimulus for reflection: helps them to look afresh at the familiar features of the classroom through discovering new possibilities in the process of mentoring (Goodwyn, 1997). To the mentor, other benefits of workplace mentoring include feedback, reciprocal learning, knowledge and skills development, cognitive