Our teacher uses multiple resources to teach. She uses rhythm note cards to display multiple rhythms for the students to read and play. She also uses many different songs, and introduces different instruments each week. She also includes some dance time so the children can get rid of some energy and stay focused.
My teacher is a big fan of using the Inquiry method to teach her class. She split the class into five groups and they have to work together to complete a checklist of activities. These activities revolve around Ancient Greece and various aspects of that culture. After three days, they hand in what they have completed and move to another group. If they are stuck on a section, the teacher makes the group figure out the problem. If they are completely stuck, she intervenes, but that is it. The students have to learn how to work together with each other and not totally rely on the teacher.
My teacher likes to use graphic organizers. She has compiled the important concepts of the unit or chapter and the students are able to find the sheet and refresh their memory. She also puts it on bright colored sheets of paper and it helps the students to find it easily. My teacher also lets the students work on the problems by themselves and helps them if they are having trouble instead of doing each problem with them. This helps the students to learn the concepts but to ask for help if they are having trouble.
This week, I have noticed that our teacher uses repetition as a teaching tool. With such young children, repetition must be a common technique. Even though it is repetitive, all the activities are different enough that they keep the children's attention. For example, the children read the same rhythms every week, but every week, they get a little easier, and they don't struggle with recognizing them. It was interesting to see how in three weeks they kids have learned to recognize rhythms as she plays them--a basic form of rhythmic dictation.
our teacher also uses hands on activities, with lots of energy involved. Every class the kids are playing instruments (drums, auto harp), and they are physically moving for much of the class. I did notice that the younger the kids are, the more physical activity she has them do. Almost every class there is some sort of dancing involved.
The teacher I have been observing really prefers the "I Do, You Do" method, where she shows the students something she wants completed, then interacts with them on another example, and then lastly, lets them on their own to finish the task. I like how she gradually eases them into every assignment, so very rarely are students confused about what they're supposed to be doing and they grasp the concept very quickly.
The teacher I am observing stresses review all of the time. For weeks, and even up to two months after a topic is introduced, the teacher puts problems that involve it on warm-ups and worksheets. This strategy helps the students get the information and concepts into their long-term memory from constant reinforcement. This is good for a math class, because most of what the students will learn later builds on what they should already know.
For my field placement we move between different classrooms. In the majority of the classrooms the teachers break up the students into different skill levels so that they know where they can concentrate more on assisting the students. When I walked around to help some students didn't want my help, while others were gracious for it. The teachers also give them example problems, followed by other problems that they are supposed to solve on their own.
Because the class I observe is the first period of the day, the students are incredibly anxious and excited when they arive (unlike many college students I know). In order to gather their attention, Ms. Horn always begins class with a 10 minute journal exercise. She ask them to write about topics of their choice, whether it be their weekend, their friends etc. I have found that this strategy is extremely effective in settling the children into the educational enviornment. I also noted a very interesting observation. During stressful classwork (5 paragraph essays, poems)Ms. Horn uses music as a means of education. She turns on soft, meditation-like instrumentals, which creates a less overwhelming atmosphere for the students. Overall, she has seen a dramatic difference in the creativity and level of their writing.
Our teacher uses many hands-on resource to help the kids really grasp the concepts. She uses notecards with rhythms on them to help the kids relate the rhythmic concept to the notes themselves. She also uses a wide variety of musical instruments to help the kids relate beat and rhythm to the instruments themselves. Our teacher also uses dancing and moving to help the kids release energy, and rocking with their parents to help them calm down.
Our teacher uses teaching strategies that keep the students involved. She uses many hands-on activities and visuals. She tries to keep the kids moving so they do not get bored and to wear off some energy. Our teacher also incorporates activities for the child and parents to do together. The kids feed off the praise they get from their parents and our teacher uses that as a way to teach. She also has a visual for everything she does.
The teacher in my field experience has a smart board in his room. He does not know how to use everything that the smart board does, but he knows enough that he enjoys using it, and the students pay a lot of attention when he uses it. He uses a lot of technology; he has a website that his students go on to for worksheets and pages that they can use to study for tests.
In class, when he is explaining something, he will compare what he is teaching to something that his students can relate to or know about. It helps them make connections and understand the material better. He also shows pictures and diagrams to help his explanations.
The teacher I am observing has used a few different methods including "pair and share", ticket in/out the door, traditional question and answer, small writing assignments to check understanding, and work in small groups.
I noticed the pair and share and the group work work better and faster than the other methods because the students like being social and they focus a lot better. When the class is just being questioned, many students do not participate in the discussions and are not engaged in the lesson.
Ms. Horn has her students do a lot of independent work and work as a class. She often mixes these two types of learning. For example, she may have students read a few paragraphs from the textbook out loud to the class, then the students read the rest of the section individually in class. The class also does a lot of projects to reinforce what they have already learned. These projects, which include making study guides and writing poems, focus on the important features of countries that the class has talked about. Also, when students ask Ms. Horn a question, she has another student answer the question if another student asked the same question earlier. Answering a student's question helps the learner remember what he or she has learned.
My co-op uses many different strategies. She will have them get into pairs and have each of the students do the problem and if they don't get the same answer then they have to go back and figure out what they did wrong. She will also have review games, to make sure they understand the material. She reviews homework assigned at the beginning of class, which helps the students realize anything that they did not understand from the day before.
My learning support classroom applies more independent teaching strategies. When working with a group or in pairs the students have a difficult time staying focused on the task at hand. When it is time to bring them back to a whole classroom setting it is almost impossible to get them to calm down. The learning support teachers have discovered that cooperative learning is not the best strategy for their students. The students tend to do a lot of individual work. The teacher says that she likes to keep the students on a structured routine. She said that when the students know what to expect in the classroom they are way more prepared mentally.
I have observed many different strategies. My cooperating teacher uses LFS, Learning-Focused Schools, based strategies. She directs students with a unit essential question as well key questions. They also focus on the vocabulary. In addition, she uses concept maps, Frayer diagrams, and many other strategies. Graphic organizers are a part of the instruction. She uses things like distributed practice, distributed summarizing, and collaborative pairs. Lecture is also a part of it, but students then use the activities previously mentioned to ensure that learning is taking place. Students also practice skills necessary in science by completing labs, which are a huge part of learning science.
Overall, I have noticed that my cooperating teacher enjoys getting the students involved. Even when she is lecturing, she is constantly asking questions or allowing the students to discuss their thoughts or experiences. When she is not lecturing, the students are watching movie clips, working together, presenting information,working on whiteboards, or various other activities. She uses a variety of methods of teaching, which include but are not limited to cooperative learning, guided inquiry, discovery learning, multiple intelligences, and metacognition. The classroom is mainly student centered.
all of the resources Mrs. Brightman uses are hands on. she uses rhythm cards, clave sticks, physical motion, piano, and other different things. she always keeps them engaged, through motion and the students almost always retain focus on the task at hand.
I have observed many teaching strategies in my placement from my cooperating teacher. First, my teacher does a lot of reinforcement to make sure the students are not only hearing her, but actually listening to her. She will continually ask them if they understand, and ask them to perform certain drills in front of the class. Also, she will have a worksheet of questions and go around the room and make each student answer one aloud. If they are not able to answer she does not embarrass them, but simply move onto the next child, then later come back to that student.
There are many theories that the teacher used in the classroom. Lots of reinforcement and positive feed was used. Constantly students were told good job for answering a question correctly. They use a game type of review for tests. The students are very intrigued in the game and take pride in winning. The students in the class are always doing what they are told and cooperate due to the strict rules they must follow in the classroom.
My teacher is a big fan of using the inquiry method of teaching to present information to the classroom. She splits the students into groups and then has them complete various tasks in that group. After those tasks are complete, they move on to another section. She is also a fan of developing metacognitive skills by having students summarize and answer questions about passages they have recently read.
Our teacher uses multiple resources to teach. She uses rhythm note cards to display multiple rhythms for the students to read and play. She also uses many different songs, and introduces different instruments each week. She also includes some dance time so the children can get rid of some energy and stay focused.
ReplyDeleteMy teacher is a big fan of using the Inquiry method to teach her class. She split the class into five groups and they have to work together to complete a checklist of activities. These activities revolve around Ancient Greece and various aspects of that culture. After three days, they hand in what they have completed and move to another group. If they are stuck on a section, the teacher makes the group figure out the problem. If they are completely stuck, she intervenes, but that is it. The students have to learn how to work together with each other and not totally rely on the teacher.
ReplyDeleteMy teacher likes to use graphic organizers. She has compiled the important concepts of the unit or chapter and the students are able to find the sheet and refresh their memory. She also puts it on bright colored sheets of paper and it helps the students to find it easily. My teacher also lets the students work on the problems by themselves and helps them if they are having trouble instead of doing each problem with them. This helps the students to learn the concepts but to ask for help if they are having trouble.
ReplyDeleteThis week, I have noticed that our teacher uses repetition as a teaching tool. With such young children, repetition must be a common technique. Even though it is repetitive, all the activities are different enough that they keep the children's attention. For example, the children read the same rhythms every week, but every week, they get a little easier, and they don't struggle with recognizing them. It was interesting to see how in three weeks they kids have learned to recognize rhythms as she plays them--a basic form of rhythmic dictation.
ReplyDeleteour teacher also uses hands on activities, with lots of energy involved. Every class the kids are playing instruments (drums, auto harp), and they are physically moving for much of the class. I did notice that the younger the kids are, the more physical activity she has them do. Almost every class there is some sort of dancing involved.
The teacher I have been observing really prefers the "I Do, You Do" method, where she shows the students something she wants completed, then interacts with them on another example, and then lastly, lets them on their own to finish the task. I like how she gradually eases them into every assignment, so very rarely are students confused about what they're supposed to be doing and they grasp the concept very quickly.
ReplyDeleteThe teacher I am observing stresses review all of the time. For weeks, and even up to two months after a topic is introduced, the teacher puts problems that involve it on warm-ups and worksheets. This strategy helps the students get the information and concepts into their long-term memory from constant reinforcement. This is good for a math class, because most of what the students will learn later builds on what they should already know.
ReplyDeleteFor my field placement we move between different classrooms. In the majority of the classrooms the teachers break up the students into different skill levels so that they know where they can concentrate more on assisting the students. When I walked around to help some students didn't want my help, while others were gracious for it. The teachers also give them example problems, followed by other problems that they are supposed to solve on their own.
ReplyDeleteBecause the class I observe is the first period of the day, the students are incredibly anxious and excited when they arive (unlike many college students I know). In order to gather their attention, Ms. Horn always begins class with a 10 minute journal exercise. She ask them to write about topics of their choice, whether it be their weekend, their friends etc. I have found that this strategy is extremely effective in settling the children into the educational enviornment.
ReplyDeleteI also noted a very interesting observation. During stressful classwork (5 paragraph essays, poems)Ms. Horn uses music as a means of education. She turns on soft, meditation-like instrumentals, which creates a less overwhelming atmosphere for the students. Overall, she has seen a dramatic difference in the creativity and level of their writing.
Our teacher uses many hands-on resource to help the kids really grasp the concepts. She uses notecards with rhythms on them to help the kids relate the rhythmic concept to the notes themselves. She also uses a wide variety of musical instruments to help the kids relate beat and rhythm to the instruments themselves. Our teacher also uses dancing and moving to help the kids release energy, and rocking with their parents to help them calm down.
ReplyDeleteOur teacher uses teaching strategies that keep the students involved. She uses many hands-on activities and visuals. She tries to keep the kids moving so they do not get bored and to wear off some energy. Our teacher also incorporates activities for the child and parents to do together. The kids feed off the praise they get from their parents and our teacher uses that as a way to teach. She also has a visual for everything she does.
ReplyDeleteThe teacher in my field experience has a smart board in his room. He does not know how to use everything that the smart board does, but he knows enough that he enjoys using it, and the students pay a lot of attention when he uses it. He uses a lot of technology; he has a website that his students go on to for worksheets and pages that they can use to study for tests.
ReplyDeleteIn class, when he is explaining something, he will compare what he is teaching to something that his students can relate to or know about. It helps them make connections and understand the material better. He also shows pictures and diagrams to help his explanations.
The teacher I am observing has used a few different methods including "pair and share", ticket in/out the door, traditional question and answer, small writing assignments to check understanding, and work in small groups.
ReplyDeleteI noticed the pair and share and the group work work better and faster than the other methods because the students like being social and they focus a lot better. When the class is just being questioned, many students do not participate in the discussions and are not engaged in the lesson.
Ms. Horn has her students do a lot of independent work and work as a class. She often mixes these two types of learning. For example, she may have students read a few paragraphs from the textbook out loud to the class, then the students read the rest of the section individually in class. The class also does a lot of projects to reinforce what they have already learned. These projects, which include making study guides and writing poems, focus on the important features of countries that the class has talked about. Also, when students ask Ms. Horn a question, she has another student answer the question if another student asked the same question earlier. Answering a student's question helps the learner remember what he or she has learned.
ReplyDeleteMy co-op uses many different strategies. She will have them get into pairs and have each of the students do the problem and if they don't get the same answer then they have to go back and figure out what they did wrong. She will also have review games, to make sure they understand the material. She reviews homework assigned at the beginning of class, which helps the students realize anything that they did not understand from the day before.
ReplyDeleteMy learning support classroom applies more independent teaching strategies. When working with a group or in pairs the students have a difficult time staying focused on the task at hand. When it is time to bring them back to a whole classroom setting it is almost impossible to get them to calm down. The learning support teachers have discovered that cooperative learning is not the best strategy for their students. The students tend to do a lot of individual work. The teacher says that she likes to keep the students on a structured routine. She said that when the students know what to expect in the classroom they are way more prepared mentally.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteI have observed many different strategies. My cooperating teacher uses LFS, Learning-Focused Schools, based strategies. She directs students with a unit essential question as well key questions. They also focus on the vocabulary. In addition, she uses concept maps, Frayer diagrams, and many other strategies. Graphic organizers are a part of the instruction. She uses things like distributed practice, distributed summarizing, and collaborative pairs. Lecture is also a part of it, but students then use the activities previously mentioned to ensure that learning is taking place. Students also practice skills necessary in science by completing labs, which are a huge part of learning science.
ReplyDeleteOverall, I have noticed that my cooperating teacher enjoys getting the students involved. Even when she is lecturing, she is constantly asking questions or allowing the students to discuss their thoughts or experiences. When she is not lecturing, the students are watching movie clips, working together, presenting information,working on whiteboards, or various other activities. She uses a variety of methods of teaching, which include but are not limited to cooperative learning, guided inquiry, discovery learning, multiple intelligences, and metacognition. The classroom is mainly student centered.
all of the resources Mrs. Brightman uses are hands on. she uses rhythm cards, clave sticks, physical motion, piano, and other different things. she always keeps them engaged, through motion and the students almost always retain focus on the task at hand.
ReplyDeleteI have observed many teaching strategies in my placement from my cooperating teacher. First, my teacher does a lot of reinforcement to make sure the students are not only hearing her, but actually listening to her. She will continually ask them if they understand, and ask them to perform certain drills in front of the class. Also, she will have a worksheet of questions and go around the room and make each student answer one aloud. If they are not able to answer she does not embarrass them, but simply move onto the next child, then later come back to that student.
ReplyDeleteThere are many theories that the teacher used in the classroom. Lots of reinforcement and positive feed was used. Constantly students were told good job for answering a question correctly. They use a game type of review for tests. The students are very intrigued in the game and take pride in winning. The students in the class are always doing what they are told and cooperate due to the strict rules they must follow in the classroom.
ReplyDeleteMy teacher is a big fan of using the inquiry method of teaching to present information to the classroom. She splits the students into groups and then has them complete various tasks in that group. After those tasks are complete, they move on to another section. She is also a fan of developing metacognitive skills by having students summarize and answer questions about passages they have recently read.
ReplyDelete