Observation Child A went over to the home corner and picked up a brick and said it was a snake with a slight lisp she then came over to me and ‘hisst’. Child A then asked for more water by saying ‘I want more’ and holding her bottle to me. Child A then pulled up a stall and said ‘me sit’. Child A then herd the doorbell of the nursery and said ‘mummy here’ Child A then walked over to a pushchair and started to push it with ease. Child A then suddenly stops. Child A then walked with ease over
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“VIRTUAL CLASSROOM” Project Report Submitted in the partial fulfillment of the requirements for the degree of B.tech (Computer Science) IV th Year By TABLE OF CONTENTS Sr. Content Page no No 1. INTRODUCTION 6 1.1 Abstract 1.2 Problem Definition 1.3 Scope of Project 2. REVIEW OF LITERATURE 8 3. SOFTWARE REQUIREMENT SPECIFICATION 18 4. EXISTING SYSTEM 22 5
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one may begin to acknowledge there is a less noticeable way of being watched. For instance‚ a classroom is a reoccurring‚ modern day example of the Foucault description of a panopticon. This example of a modern panopticon shows the growth and development of the ubiquitous acceptance of the panopticism that students seam to be subconsciously influence by. Based on the type of arrangement in the classroom there can be different set powers that can be established between the teacher and students. One
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Assignment: Do the following exercises and justify or explain your answers where appropriate. Task 1 Look at Ur’s list of patterns of interaction below. Decide whether each interaction is either more student-centred or more teacher-centred. Justify your answers. Group work It is student-centred‚ because this gives students more opportunities for using the L2 than in open class interactions‚ thus they get more practice. Working in group can be beneficial for students because it helps them to
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study a continuous quantitative one‚ that varies according to the time‚ in this case‚ the number of heart beats per minute" (Rb). In the classroom‚ the students recognized that they had no need to categorize the data nor to organize it. They recognized also that they didn’t work with a sample‚ in the sense of a subset representative of a population‚
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SUBJECT ASSIGNMENT: CLASSROOM MANAGEMENT - TECHNIQUES AND REFLECTIONS ON PRACTICE Name and surname: Erica Spada. Blondiney Mendez. Rosmaria Martinez. Kattlyn Murillas. Login: EUFPMTFL1517311 COFPMTFL727491 ECFPMTFL839534 COFPMTFL1669231 Group: 2014-06 Date: September 27th 2014 Funiber Classroom Management 2014 Assignment: Do the following exercises and justify or explain your answers where appropriate. Task 1 Look at Ur’s
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Analyzing of Observations with Reflecting Thoughts While devotees were chanting‚ I observed that some were rubbing the beads. Initially I thought that it was part of the religious practice. However‚ based on my existing knowledge‚ strings of beads were usually held differently; on one hand and devotees would rotate the beads with their thumb. In addition‚ they did this to count the number of times they had chanted. Thus‚ I postulate that since Soka is a Japanese religious movement and in a sense
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Observation of a 5 ½-year old boy at the school playground Psychology 2103 – Human Growth and Development Summer 2014 Observational Paper INTRODUCTION Wayne is a five and a half year old boy in kindergarten‚ who will turn six in July. He is the youngest child in his class; most of his peers already turned six during the school year. He is about average height for his age and thin‚ with brown hair and eyes. He has a happy temperament and positive disposition; he demonstrates secure
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collaboration as a valuable asset to the classroom. The article doesn’t give a direct definition of “collaboration” but informally defines it as ‘teachers working together’. The focus of the article is primarily based on school leaders who foster collaboration between novice and veteran teachers. The key features of collaboration are distinct and vary. Collaboration is not only seen through actions‚ but it is a means of achieving the greater good for the classroom. It can be fostered mainly through a
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Copyright © 2003‚ Lawrence Erlbaum Associates‚ Inc. Classroom Assessment‚ Student Motivation‚ and Achievement in High School Social Studies Classes Susan M. Brookhart School of Education Duquesne University Daniel T. Durkin School of Education Duquesne University The purpose of this case study was to describe a variety of classroom assessment events in high school social studies classes. This study included data from 12 classroom assessment events in the classes of a teacher–researcher
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