The peer teaching lesson I created was on graphing through problem solving in an inquiry-based environment. I had a broad idea of what I wanted to accomplish‚ and with the help of my professor‚ peers‚ and host teacher I was able to create the lesson that accomplished the concept I wanted to sharpen. My host teacher gave me some ideas to keep the students engaged‚ because she was afraid if there was a lot of wait time that the students would get out of hand. My professor gave me the idea of showing
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students’ individual academic and background differences. Students gain knowledge and are shaped by their life experiences which may come from their school‚ their families‚ their communities‚ and their cultures. In order for a teacher to properly connect with his/her students and properly educate them‚ teachers must familiarize themselves with and understand the students’ families‚ communities‚ and cultures. In fact‚ research suggests that what often stops teachers from giving students what they truly
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Catholic Social Teaching Summary The purpose of this doctrine is to help Christians understand what a just society is and how to live their lives in holiness while dealing with everyday challenges. In today’s economy‚ everyone‚ including men and women‚ are all going through different dilemmas daily. Everyone influences one another and that is why it is important to maintain values and principles for which we all live by. Christian understanding and human understanding are not too different. Everyone
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and outside the classroom. Without good communication there is no connection and a teacher will struggle to provide any type of educational experience to the children in their care. As stated by Johnson (1999)“communication is an ongoing process of sending and receiving messages that enable humans to share knowledge‚ attitudes and skills. Effective teaching depends on successful communication” (p4). Johnson (1999) believes that “communication is the driving force in any relationship or situation”
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“Young children too may die…” (The New England Primer 129). When reading this statement it is difficult to comprehend that this is written in a children’s book. The New England Primer is the book that was used to teach Puritan students to read in the 1700’s. There are many differences in the way that students were taught in the 1700’s and how they are taught today. A few of these differences are; that in the 1700’s‚ being taught religion was more important than to gain actual knowledge‚ and
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Teaching Language Skills and Pedagogical Grammar: Reader Response Worksheet (RRW) Name _____Laena Kostianos_____ Date __November 6‚ 2013____ Topic Number and Name __10 _ Chapter 11_ Classroom Assessment _ Comments – My own reflections‚ ideas or experiences related to the reading are… Well it’s related to me right now on two levels. The first is that my students are all immersed in exams at the moment. Every Monday is taken up with exams and then I get a ton of marking and the following
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If they were not responsible they would lose their job. For an example‚ a teacher is responsible for teaching children. If they were not responsible the children would not learn and most likely not supervised. Which in turn‚ there would be injuries at school happening more often. Teachers and schools are doing everything they can to ensure that their students
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GOOD TEACHING AND EMOTIONAL INTELLIGENCE. TEACHER AND LEARNER’S BENEFITS. Good teaching and Emotional Intelligence. Teachers and Learners’ positive influences. ‘If a person just follows ‘mind’‚ then he is nothing but ‘machine’‚ If a person just follows ‘heart’‚ then he is just ‘tender’ (child)‚ If a person is able to combine both‚ then he is emotionally intelligent‚ it means he is mentally as well as emotionally strong’. -Sharma and Bindal- Emotions are related to heart
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Communicative Language Teaching Today Jack C. Richards cambridge university press Cambridge‚ New York‚ Melbourne‚ Madrid‚ Cape Town‚ Singapore‚ São Paulo Cambridge University Press 32 Avenue of the Americas‚ New York‚ NY 10013-2473‚ USA www.cambridge.org © Cambridge University Press 2006 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements‚ no reproduction of any part may take place without the written permission of Cambridge
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Culturally responsive teaching is a student-cantered approach to teaching in which the student’ unique cultural strengths are identified and nurtured to promote student’s achievement and a sense of well-being about the student’s cultural place in the world. The differences between a “good teaching” strategies and culturally responsive teaching is the teacher is the facilitator and the students are the teachers. The teacher follows the students lead and let the students learn in a student-centered
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