How To Use Ms. Felkins In The Odyssey

“We need to talk about your daughter's performance,” my homeroom teacher, Mrs. Nelson, baldly admitted to my father. “She, no doubt, is a wonderful student,” she beamed at me, yet her smirk did not seem to reach her black, stern eyes, “she has perfect attendance, always has assignments and homework done, never talks unless called on, and just in whole, a polite and good-natured, young lady. But, she is still struggling immensely. As a result, I deem that it would be

The class lesson focused on reading, speaking, and understanding a work of William Shakespeare, A Midsummer Nights Dream. Student desks were arranged in a horseshoe shape so that all students faced the center of the room. The ELL students were seated in three small groups throughout the horseshoe, though I’m not sure if this was by choice or by design. The teacher and students were supported by an ESL tutor. During the class students worked with a neighbor to paraphrase sections of the reading. Students, for the most, part were prepared and responsive when called on. The main focus of the class activity was reading silently and orally, passages from the play and paraphrasing individual acts and scenes as a class. Both the teacher and individual student volunteers took turns reading the parts.

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

The lesson I was granted to teach is Harriet Tubman, the American abolitionist, was born a slave at some time around bout the 1800s. The students were required to read this encyclopedia entry and write a small summary, summarizing what they have learned and they had to deliver their findings in a class demonstration. Lesson 1 what is the entry about is a question student had to respond in their summaries. Next students had to make sure they read it by following Mrs. Langley’s directions before you read, decide what you will have to determine by interpreting the questions that was created for you to do. Mrs. Langley’s strategies are for pupils to learn and study vocabulary first before reading. Also, look at the title of the entry, look at the headlines and get familiar with

As the year went by, my parents and teachers noticed a decline in my reading and writing abilities compared to my other classmates. They decided it would be best for me to be enrolled in a reading and writing class in and outside of school so that I could catch up to my peers, and would be ready for kindergarten and first grade. Soon after I was enrolled, I was introduced to Mrs. Claire, one of the many people whom I owe my success to. Three times a week, Mrs. Claire and I would spend an hour

This classroom was very organized and it did have a lot of things labeled. I recognized that the teacher had a lot of things in her classroom labeled. She had words like door on the door in the classroom. She used a lot of bright colors. I also recognized that the teacher did a lot of one-on-one with her students. For example, she did very small group activities and a lot of the activities consist of one-on-one activities. She allowed the children to experiment with the project. She stated that she like to have children to participate in morning discussion. This time allows her to introduce the new letter of the week. She believes that children learn a lot of literacy through song and dancing. The children would sing the songs as they played in the classroom. Some of them would dance to music.

Jackson’s dry erase board already has the date printed for the children to write in their workbook pages. After the routine of sharpening pencils and passing around erasers, she begins engaging her students by saying, “Okay! Today we are going to study…” On the other hand, she orally assesses their recollection by asking, “Does anyone remember where we left off from our last class?” Either way, Mrs. Jackson’s students are always ready to learn by responding with excitement and demonstrating their attention level from previous classes. She maintains a humble presence in the entire school, not as an individual who provides intervention and diagnostic data, but as a nurturing instructor that encourages and motivates her students.

Ms. Olsen is a student that suffers from ADHD. She enjoys her literature class but she has a hard time paying attention sometimes. She also suffers from dyslexia which makes it hard for her to read words. The curriculum have accommodated her with tools that have made her more enthusiastic about class.

Mary Smith has been struggling with her academics and speech abilities. She is currently getting extra help in reading and math once a week, as well as going to speech therapy once a week. In my field class I have two students that I take out into the hall every Thursday. Both students are behind in reading so I give them extra time and attention. Mary Smith and my two students in the classroom both need extra attention to get the correct amount of help they need. My host teacher shows deliberate practice by having the kids read a story every day during quiet time to help improve their reading skills. The practice is key because practice is a sure way to become competent. She also helps the kids with growth mindset during reading time because

My Observation for Ms. Lydick class started, as the students were in stations, working on fluency, word work, and writing. This week I was assigned to provide accommodations that the teacher has to do with certain students.

As mentioned earlier this lesson focuses on varies modalities such as writing, speaking, listening and reading Students would write character traits and problem for their Greek Myth story. When it comes to speaking it will be used during turn and talks and checking students understanding when asking questions. The modality of the listening would be incorporate when the teacher is modeling the listen and listening to their classmates as they share their ideas. Lastly, reading is incorporated in the lesson because during the independent work, students will have a reference and a cloze sentences paragraph that students would need to complete. Students must read the cloze sentences and then fill in the blank with words them choice from the reference

This morning was very interesting in Mrs. Ferguson’s class. Before the students arrived, Mrs. Ferguson and I talked about how we can help the student I have been working one-on-one with. The student does not know her teen numbers and we think it is some type of language issue because if you ask to find the number, she doesn’t have a problem, but if you hold up the number, she cannot tell you which number it is. We talked about reaching out to her parents and former school to see if she had any issues in kindergarten when it came to learning numbers. Once students started arriving in the classroom, we stopped talking about the issue and greeted the students.

This classroom is designed to assist students with any school work they may struggle in. The classroom has three TA’s. One that is assigned to all of Hallway’s classes, another that assist the students in math and a third one that assists in language arts. The students keep journals to record their daily progress in their assignments that the TA’s mark off on. The students also receive backpack checks to make sure the students are keeping their backpacks organized. If the students get positive marks on both of these aspects then they are rewarded with a program that reflects the one Mrs. Whitelaw uses.

Mrs. Lawrence divided her students into four stations or groups during her Reading/Writing and Math lessons. A group of students played educational games on the smart board, a second group would silent read during reading/writing, a third group would work on worksheets, and a fourth group would meet with here for one-on-one lesson instruction. Mrs. Lawrence had her students rotate every

Analysis of May's class graph of the 5-minute challenge demonstrates that more and more students were able to successfully complete this challenge the longer that it went on. The statistics supports this assertion. During the first day only 11 students were able to successfully complete the challenge. During the final day, nearly double the amount of students, 20 of them, were able to complete the challenge. There are a couple of factors that can account for this progress and that should impact the new goals May has for her class. One is that her students benefitted from having a set schedule of engaging in the 5 minute challenge every day. May should continue to