Documente Academic
Documente Profesional
Documente Cultură
11081138 alp993
April 9, 2015
Assignment 1 (B)
Joan Dunn
Response 1:
Module 6:
And:
Using terms like at risk and learning disabled to label students can
possibly be just as harmful as not using these terms. As the quote implies,
While on the other hand, for students who live in poverty, experience racism,
necessary that they would need extra assistance to achieve the same
There does need to be some sort of aid for the students who are in need, or
else society will continue to see a gap between those who gain from their
privileges and those who are of the minority. So rather, when is it necessary
not as simple as stating that these terms should not be used, or that groups
disabled and the stereotypes that exist with these labels. Once that we are
aware of the unconscious assumptions (i.e. the different forms of biases) that
occur then we are closer to being able to assist each student without bias.
Therefore, only through our own education can we truly help students
Response 2:
Module 7:
And:
Learners Thinking:
of the spring pictures, and she welcomed childrens personal narratives about
their snow experiences, even though they did not fit her seasonal
been striving for since I began my career. At the start of my teaching it was
all too easy to ask any questions? or does this make sense? and get little
simply ask why? after a students answer, which is an easy method for
thinking questions beforehand does assist with this area, but as a substitute
teacher this opportunity is rarely the case. Instead, the substantial issue is
that students are unwilling to discuss, or that there is only a fraction of the
class that has something to say (which will be further discussed in Response
3).
group. Students will be able to gain more information if they can discuss the
discussions are not a part of the lesson plan but they do stem into teachable
and expandable moments (pg. 27) which is why classroom discussion can be
Response 3:
And:
Learners Thinking
First, start with the expectation that the children really are thinking, even
though they cannot always express their ideas easily or elaborate on them
visiting teacher I am already making the situation unfamiliar for the student
and know little about the community of the classroom. Luckily many teachers
will leave procedures that students are familiar with and students will also
give you insight into the regular routines of their schedule, but it is still
know that the regular teacher is well aware of the students needs and
class discussion one day then they are still getting opportunities to show that
they are learning. I do find it difficult to expect or assume that the student is
learning. Yes, they are thinking, but they may not understand or have
grasped the depth of the idea that the teacher is trying to convey. Again, the
idea of the children really are thinking oversimplifies student learning and
can be harming to push them to do so. Patience is rather the best option in
this case and shows caring, understanding, and empathy. In doing so,
students can learn at their own pace and are allowed to speak when they feel
comfortable.
Response 4:
Skim the entire piece of writing before recording comments. (p. 218)
Inventive spellers errors dont interfere with their learning to spell correctly
later. Like early attempts to walk, talk, and draw, initial attempts to spell do
not produce habits to be overcome Most errors in spelling are not random.
have seen the benefits of it first hand. A similar method is to note that if a
student makes the same mistake about five times then to hand the piece
back and ask them to fix that error throughout the paper. The idea here is
that students are unable to learn from correcting every single mistake, so it is
beneficial to focus on major errors instead. The method of looking over the
piece first can be unrealistic though. With a tutorial class full of ELLs it can
four students needing my help at the beginning of class before they can
continue on with their paper or project. It is difficult enough to find the time
to correct each students paper, let alone read it first before making edits. It
seems sometimes quicker to simply make the corrections for them so that
the paper is ready to hand inparticularly since the ideas are there, they just
need the paper edited. But of course students still need to have control of
their work, which is another reason why it is not best to do the corrections for
errors and move on, rather than circling or correcting each one. Originally I
would have a good English model for when they would read it again. The
second quote from the textbook tells me otherwise; that the student will be
able to fix the error once that their skills have been developed enough. These
allows me to make teaching and learning the priorities and not just a perfect
final draft.
Response 5:
children who have not had certain experiences are set up for failure in a
traditional school program. showed how many children who are successful
must make monumental efforts in the face of more adversity by the time
they are six than most of us will ever see in a lifetime. (p. 12-2)
And:
Module 13: Which of the pre-reading activities could you use? (P. 13-4)
The idea that children are faced with struggle, difficulties, and
the college of education. Talk of poverty, parent separation, trauma, and child
students success is determined before they even enter the school, and that
during their first couple of years of education their success or failure can
other factors contribute, but this piece of text allowed me to solidify the
reality of these learners efforts in the face of their everyday lives. This type
activities not only allow critical thinking of a subject but also allow students
to respond freely, develop writing or oral skills, and to learn about others
a visual or text (P. 13-4) are all excellent methods in determining what
International (ACEI).
Law, B. Eckes, M. (2010, 3rd ed) The More Than Just Surviving Handbook: ESL