Edd 300 Reflection

Sub-Standard 1.1 states that teachers should display knowledge of how students learn and of the development of characteristics of age groups (OES 1). Teachers should use this sub-standard as a bases of how they are going to present and teach content. I currently teach preschool and understand that before I can expect a child to hold a pencil or hold scissors correctly I must first provide learning activities to help my students

The teaching assistant can have one to one sessions with a pupil, getting them to read certain passages aloud from a story and then getting them to repeat the passage, this will help with word recognition, and their speed and accuracy will improve the more they are

On the Friday the 6th of January, I was very disappointed to be to be told about a silly and dangerous where chairs were thrown from the top window of WD302.

For the most part I enjoyed my time spent in that course. I definitely plan on attending future screenings, as a community member. However, I do feel that the course has some room for improvement. My first suggestion would be opening to the public at a later time because it was distracting having other people in the room, holding conversations, while you were giving us feedback or instructions on assignments. Another suggestion would be possibly providing your students with examples of “A” worthy reflections because half of the time did not know what you were expecting of us and anything that came to mind while writing these critiques sounded like a research paper. In addition to examples of well written reflections, adding more detailed comments

Having the opportunity to hear other peers about their experience in applying for medical school was very beneficial. I found it very beneficial because I was able to connect with them. I was surprise to hear that not all of them knew that they wanted to purse the medical field. I found it very interesting to know that some discover their way to the medical field and how there interest lead them to choose what kind of schools to attend and what field to pursue.

I called Randy up to my desk to have a quiet conversation and Inform him that he needed to complete and update his EDP, he refused, saying that it showed he was 100% finished. I explained that the 100% did not mean that he was done and that he need to edit some of his entries and update his goals to be compliant with the EDP process for this school year, this is the third time that I have told Randy this Randy became argumentative and complained that it was a waste of his time. I explained that he wanted to complete his gradpoint work. I reminded him of the conversation he and I had yesterday about his sleeping in class until 10:45 and informed him that sleeping was a waste of time and that the EDP was a requirement. I gave Randy the suggested

Standard 4: Middle grades teacher candidates understand and use the central concepts, tools of inquiry, standards, and structures of content in their chosen teaching fields and create meaningful learning experiences that develop young adolescents' competence in subject matter and skills.

EDL 661 was probably the most changeling course to date. I am not familiar with law at all and when it came to having to research and complete case studies I was at a loss. With that being said, I do believe that through completing these difficult assignments it has helped me grow the most. I have learned how to properly read a case brief and understand the importance of law in education. I think that it will have a big impact on me as a leader because we need to make sure that we follow the law when we are leading a school, but we also need to understand how the law has an impact on how the school is run and how previous cases can have an impact on things that are happening at our schools, in our district, and within our state. The thing

I received an email about incomplete registration for ECON 103 in regards to the lab portion of the course, but all the lab classes are filled up from what I assume is individuals forgetting to drop both sections of the course. I'm wondering if what I need to do is show up on the first day of the class, and ask the professor which one of the labs has an open spot, or if I'm supposed to do something

Over the course of this class, I have gained a lot of interest with the coding system especially with the ICD-10CM/PCS. I feel like I can easily code simple diagnosis without stress, however, I still need more practice to be able to code the most complex medical and surgical diagnosis. One thing for certain, I tried not to be intimidated by the enormous guidelines instituted for a successful coding and reporting of patients’ diagnosis. However, as I work through the remaining few weeks of this class, I am positive that the coding skills I have acquired throughout this class will definitely benefit me in my future career.

As of now, I have undergone classroom training and have worked three eight-hour shifts under three different doctors. I accompany the provider in their exam of the patient and in subsequent re-evaluations and procedures. Accordingly, I take notes, chart, and acquire lab results for the provider. In observing different doctors, I realize that each provider has their own style of interacting with patients, but patience, respect and understanding for their patients and their peers remains common to all of them, making them effective providers in the

I would like to extend Great Job to Mehreen Ahmed for the incredible work done by her in the EHS project: “NFPA 70E- Standard for Electrical Safety in the Workplace”. The endless hours that she has spent working on this project, and the professionalism portrayed by her has impressed the entire team immensely and I consider myself honored to have her as a part of my team!

Throughout DATA Lab I struggled the most with not fully understanding what was expected of me as a student in a DATA Lab setting. Breaking away from the traditional lab mold was challenging. After the first couple labs, I started to understand what research outside of class benefited my in class time the most. I found that applying labs to real world concepts through research made the labs more interesting and I was able to ask more questions about the concepts of the labs and found the labs more relatable.

The work of the researchers above caused me to make some important connections to my current experiences as a teacher. As pointed out by Gregg (2002) and Purcell-Gates (1989), my fourth grade SLD have similar frustration struggles. They have great difficult finding the words to express themselves and give up on the task or ask to do something else. In one instance, one of them asked if he could draw instead of talk or write about a topic. When asked why, he said that he knows what he wants to say but does not know the correct words and doesn’t want to be mocked by peers. It was amazing to see how his drawing depicted exactly what the task required. There is no doubt that teachers can do more to aid SLD oral and written language if we are

Standards Addressed: This should come from the Alabama Course of Study available at HYPERLINK "http://alex.state.al.us/" http://alex.state.al.us/ or your state. If you are teaching in a state other than Alabama, please submit the name of your state and the link to your state's electronic Courses of Study with your lesson plan.