With my education‚ I have always tried to seek out the most challenging curriculum and class that I could find. For me‚ the challenge of learning something difficult or trying to figure something that I do not understand is imperative to how I understand something. I have found that through struggling I truly learn. In order to truly mery my fullest potential‚ a challenging environment is necessary‚ and this is provided at Northwestern‚in particular‚ my intended major of mathematics. My first impression
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Curriculum class‚ I was assigned the toddler classroom at Montessori Day School to complete my 24 hours of observation. The classroom had ten children with two teachers. The classroom was divided into four sections by two-shelf bookshelves. There were two tables‚ large carpets‚ and small white rugs where the students could take their work to complete. Because Montessori Day School is passionate about the Montessori method‚ the children do not simply wander the classroom and play with toys. They choose activities
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My Experience Taking ESL 33A Everyone has a different experience in their life. My experience to take ESL 33A at Pasadena City College is unforgettable because I learned so many knowledge and grammar from this class. During taking ESL 33A‚ I will never forget this experience. I remember once when taking a in class essay‚ I felt I did well on it because I used my ways to write about this essay‚ and I did not use the skills I learned from this class. Therefore‚ I expected to get
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The classroom is a rain forest and has trees and monkeys painted. The teachers also decorated the walls with the children’s artwork. There are three tables that are three different colors: red‚ blue‚ and yellow. There are different centers; math center‚ block area‚ writing center‚ puzzle mat‚ science center‚ art center‚ music center‚ cubby center‚ and library center. There’s also a sandbox that’s for sensory activities. The classroom is nice and big and it’s easy
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This study was performed on March 3‚ 2017‚ March 10‚ 2017‚ and March 17‚ 2017‚ from 8:30 am to 3:10 pm in a small town in Northern New Jersey. I observed a fourth-grade general education classroom that primarily consisted of Caucasian and Asian American students that are nine or ten years old. I watch Daisy throughout the day in multiple classes such as; Writing‚ Reading‚ Math‚ Art‚ Snack‚ Social Studies and Science. She was diagnosed with anxiety although the teachers who work with her want her
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ESL Versus Mainstream Classes ESLM 57801 The College of New Jersey In the article‚ ESL versus Mainstream Classes: Contrasting L2 Learning Environments (TESOL Quarterly‚ Vol. 28‚ No. 2‚ summer 1994). Linda Harklau explores the differences between ESL and mainstream classes. The article is a result of an ethnographic study of new comer students in a San Francisco Bay area high school. Harklau felt that in order
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1. Describe the students in the classroom/ A student named Dashawn was chosen to help prepare for an activity‚ Sight Word Bingo. He was instructed to give each student a bingo card. Deshawn perform the task beautifully. Mrs. Thomas also ask Zoe to assist her in preparing for Sight Word Bingo. Zoe’s task was to give each student 8 tokens or coins to cover the site word or letter.. Zoe was an excellent helper. 2 Describe the purpose of the activity and lesson taught. Site word bingo utilizes different
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Mrs. Patton is what I call a veteran teacher. She has had many years in the classroom‚ and her classroom management skills show just that. Mrs. Patton does an array of things that create an environment of respect and rapport with the students. She calls each student by name‚ and she uses random selection to ensure that every student has a chance to answer questions and succeed in the classroom. Her method of random selection is the clothespin buckets. She has a bucket for each period and a clothespin
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to see me back in their classroom this week. Most of them remembered my name and wanted to tell me all about their week and what they had for snack that morning. The school follows what is called the creative curriculum for their very new Pre-K class‚ “ The Curriculum balances both teacher-directed and child-initiated learning‚ with an emphasis on responding to children’s learning styles and building on their strengths and interests” (Smarty Pants‚ 2014). The classroom has many sections‚ there
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While I was in Ms. Carrilo’s Pre-K classroom‚ I saw a lot of developmentally appropriate practices being utilized. However‚ I am going to note the three biggest developmentally appropriate practices that I observed. The three biggest developmentally appropriate practices that I saw are the following: the teacher being warm and responsive‚ the teacher following daily schedule‚ and the teacher engaging students in a variety of learning experiences. The teacher‚ Ms. Carrilo‚ was very kind‚ caring‚ and
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