...A NARRATIVE REPORT ON OFF-CAMPUS STUDENT TEACHING IN SAN JOSE EAST CENTRAL SCHOOL SAN JOSE CITY, NUEVA ECIJA JOY E. ACOSTA BACHELOR OF ELEMENTARY EDUCATION (Content Courses) College of Education CENTRAL LUZON STATE UNIVERSITY Science City of Muñoz, Nueva Ecija April 2013 APPROVAL SHEET This NARRATIVE REPORT ON OFF - CAMPUS STUDENT TEACHING IN SAN JOSE EAST CENTRAL SCHOOL, SAN JOSE CITY, NUEVA ECIJA, SECOND SEMESTER S.Y. 2012-2013 prepared and submitted by JOY E. ACOSTA, in partial fulfillment of the requirements for the degree of Bachelor in Elementary Education in hereby approved. JHUNDHELL H. PARUÑGAO Chairman, Dept. of Elem. Ed. Accepted in partial fulfillment of the requirements for the degree of Bachelor of Elementary Education. JAYPEE S. DEGUZMAN ROSE ANN POSADAS PT Supervisor PT Supervisor FLORANTE P. IBARRA, Ed. D. PT Supervisor/ Over-all PT Coordinator RHODORA I. DELA ROSA, Ph, D. Dean, College of Education Acknowledgment Words are not enough to convey my numerous thanks and expressions of gratitude and appreciation to the important people who generously extended their support and encouragement in pursuit of this narrative documentation and action research toward...
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... A TERM PAPER ON EDUCATION AND DEVELOPMENT: A RICH GROUND FOR RESEARCH In Partial Fulfillment for the Requirements of Education and Development Submitted to: Dr. Manuel Vasay Submitted by: Vincent t. Libres Master of Education Major in Educational Management TABLE OF CONTENTS Core Assumptions and Statements - - - - - - - - - - - - - - - - - - - - - - - 1 Local Research Studies on Education and Development - - - - - - - - - - 2 Factors Affecting the Academic Achievement of Grade Five Pupils with Learning Difficulties in Tagum City - - - - - - - - - - - - - - 2 The Relationship of Vocabulary Proficiency on the Reading Comprehension of Grade Six Pupils in Osmeña Elem. School - - - - - - - - - - - - - - - - - - - 2 Abroad Research Studies that Provide Tips and Strategies for Better Classroom Management - - - - - - - - - - - - - - - - - - - - - - - 3 Proven Tips and Strategies for a Great First Year - - - - - - - - - - - - - - - - - - 3 Five Top Strategies to Keep Students Learning in a Calm Classroom Environment - - - - - - - - - - - - - - - - - - - - - - - 6 Techniques for Better Classroom Discipline - - - - - - - - - - - - - - - - - - - 8 Summary/Conclusion - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 13 References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14 I. Contents A. Core Assumptions and Statements ...
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...capable of doing anything they want to do. This school was designed to believe in having a safe environment for students, differentiating instructions as implemented to ensure the mastery of core subjects, recognizing diversity and value of the individuals, expressing education as a shared responsibility with students, family, and staff, and lastly, the environment in this school will promote student confidence and self-esteem. Receiving this fortunate opportunity at the Buffalo Public School 89 has really helped me to perceive what my future career may appear to be by tracing the steps of a real life teacher. In order for Ms. Lazzara to perform well she needs to comprehend the students’ needs and be aware of the diversity within her own classroom. As the class moved to a different subject, so did the students. The students were called up by table numbers to the rug for reading time. Ms. Lazzara called up each table to the rug depending on their behavior while seated. She read aloud a book and allowed one of the students, who volunteered, to turn the pages. Ms....
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...seminars and articles to make my class more student teacher interactive from the very first day of my semester. Teachers often become anxious about their first day of the semester ,so it is very important to convey clear expectations as well as basic information to the students to make sure that they understand exactly what the course will be, like in terms of prerequisite knowledge and skills, content to be learned and anticipated speed and depth of learning. They must understand your grading system and what the term projects will be, and finally how you plan to teach. Here is a checklist that can be of great help for the faculty to review their first day of the semester: * Establish procedures – Arrive early to get the classroom set up the way you want it. Post instructions on the projector telling the students what you need them to do before class begins (e.g. pick up syllabus, introduce yourself and find a seat.) * Use an entrance table – This is where student pick up the syllabus, and anything else they need to pick up or turn in throughout the semester. * Learn students’ names – Have students introduce themselves as they walk in, and create a seating chart. * Use focus activities – On the screen or board, write what students are to do as soon as they arrive each day to class. On the first day, this could simply be to create a name card. Later on, these focus activities could be a question about...
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...Importance of Classroom Management An effective classroom management plan is the key to becoming an effective teacher, as well as making sure that is learning going on in the classroom. (Wong, Wong, Rogers, & Brooks, 2012) All classrooms should have an effective teacher to teach the students. An effective classroom management plan will also help the teacher keep the classroom under control and it helps the students focus better. An effective classroom management plan will help keep the teachers lesson plans running smoothly throughout the year. Learning to manage a classroom full of students can be difficult at times, but with dilliance and careful planning you will soon find out that your hard work and good effort will turn out for the best in the end. For teachers to teach the students then the teacher also need to do their homework and plan an effective classroom management plan that will keep the class on the right track for the year. Effective teachers maintain their classrooms well with procedures and everyday routines where ineffective teachers just depend on punishments and threats to keep their classrooms under control. When starting to plan a classroom management plan you must first make sure that you fully understand what classroom management is and how it works. Classroom management is a set of procedures that structure the classroom so the students know what to do, how to do it, and when to do it in a classroom. (Wong, Wong, Rogers, & Brooks, 2012) A classroom with an...
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...Pangasinan State University Bayambang Campus Bayambang, Pangasinan Discussants: Rose Ann Cayago Topic: Classroom Management Chelcea Mae Darang Year & Section: BSE II-1 I. Introduction One of the most important roles that teachers play is that of a classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. It takes a good deal to of effort to create that conducive classroom climate. The person who is the most responsible for creating it is the teacher. II. Discussion Classroom Management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. PRINCIPLES IN CLASSROOM MANAGEMENT Cited by James H. Stronge. 1.) Consistent, proactive discipline is the crux of effective classroom management. If we are proactive in our approach to discipline we prevent unnecessary disciplinary problems from cropping up. We have not to wait for disciplinary problems to erupts for us to take a move. 2.) Establish routines for all dialy tasks and needs. Routinized collection of assignments, passing of papers, and preparation for experiments saves us a lot of time and effort. 3.) Orchestrate smooth transitions and continuity of momentum throughout the day. Smooth transitions and continuity of momentum throughout the day ensure us that every instructional moment is made use of wisely. 4.) Strike a balance between variety and challenge in students’...
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...Skip to main content Sign InRegister Facebook Twitter Google+ Pinterest WHAT WORKS IN EDUCATION The George Lucas Educational Foundation Edutopia Browse Topics Watch Videos Join the Conversation About Us April 22, 2015 Trending: Laughter and Learning: Humor Boosts Retention Search form Search Classroom Management Subscribe to RSS 7 Tips for Better Classroom Management September 11, 2013 Share Share1.6K 32 Image credit: shiksastudio via YouTube In my mind, the first and most basic obligation of a teacher is to see the beauty that exists within every student. Every child is infinitely precious. Period. When we start from this vantage point, classroom management -- and its flip side, student engagement -- comes more easily. It's an outgrowth of students feeling loved and respected. This video, shot in the first few days of my classroom in 2010, and the seven tips below will show how I try to put these ideas into practice. 1. Love your Students Love them -- and stand firmly against behavior that doesn't meet your expectations or reflect their inner greatness. Too many students have internalized a profound sense of their own inadequacy, and it is incumbent upon us to remind them of their infinite value and counteract the many messages that they receive to the contrary. By loving our students unconditionally, we remind them of their true worth. Our students know how we feel about them. If we don't like them -- or if we see them as...
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...Classroom Management EDU 650: Teaching Learning and Leading in the 21st century Instructor: Angela Stephens Student: Annie Phillips Date: 5/11/2015 | Classroom management is teacher’s strategies that create and maintain an orderly learning environment. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior of students. Many teachers establish rules and procedures at the beginning of the school year. They also try to be consistent in enforcing the rules and procedures. A well-organized classroom is a classroom in which students know how to effectively make use of the classroom and its resources. Some of the teaching objectives focus on expected academic behaviors, appropriate use of materials and learning centers, and cooperation with peers. So, teacher should play a role to create a community of learners where students play an active part in forming their environment, understanding their role learning how to work effectively as an individual and with peers. They know whether or not they are learning. They know if what they are learning is relevant to them. These kinds of lesson plans are difficult to create, the students themselves must discover these lessons if presented properly...
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...Racheal Yorek EDU -230 May 18, 2012 Module 4 journal Classroom Management and Cooperative Learning There were many different things discussed this week in our readings. I have chosen two that stood out to me as being the most important of this week’s lessons, classroom management and cooperative learning. Classroom management might be one of the single most important things to having a successful teaching career. Some teachers have terrible discipline problems, while others create an atmosphere in the classroom that is conductive to learning, with little apparent effort. Of cause it can be some natural talent to captivate students from the very beginning of the lesson, keep them busy and involved in work all the time and easily solve discipline problems if they appear, and all this without bothering much. There is definitely a lot to envy. Especially when your dear students always disappoint you with misbehavior, constant talking over you, fooling around and growing restless and as a result – poor knowledge of the subject. Fortunately there is a way out – start learning rules of classroom management. I think that if you can focus on four major things you can have good classroom management, these are: effective lessons based on a well-conceived curriculum, good organizational skills, good teacher-student relationships, effective discipline (which can be easily achieved after the first three conditions are satisfied.) The first of these...
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...Diversity and Classroom Management Grand Canyon University- EDU 450 October 20, 2013 In today’s classrooms teachers have a lot of diversity to deal with while trying to teach. When it comes to diversity in the class it varies from cultural, mental socio-economic, physical differences. Educators today have to be able to meet all the needs of the students within the class. Teachers need to have knowledge of all the different types of diversity. All of the diversities within the classroom can present several challenges upon the teacher when it comes to discipline. When it comes to maintaining order in the classroom it can be a difficult thing for new teachers it they do not have a lot of assistants. Over the years students have become defiant and teachers are unprepared to deal with the issues. If teachers do not have control of the classroom it can lead to poor classroom management. This paper will discuss five classroom management strategies that will promote critical thinking and gain the students attention within the classroom. The five strategies will include Canter’s Behavior Management Cycle, Win-Win Discipline, Kounin’s Lesson Management, B. F. Skinner’s Discipline through Shaping Behavior and William Glasser’s Discipline Guide by Choice. Using the Canter’s Behavior Management Cycle in the class can help teachers keep the class in order and control. The Canters can be an assertive discipline approach when it comes to teachers using this management system. When...
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...Philosophy of Discipline and Classroom Management Kristen Mezulis EDU 535 January 29, 2014 Philosophy of Discipline and Classroom Management I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment, then learning can take place. This doesn’t necessarily mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn. I am committed to making my classroom a safe and challenging environment and engaging my students through the curriculum as well as getting to know them and interacting with them one-on-one. I believe that meeting the needs of my students is a very crucial part of my classroom. I want them to be comfortable with the other students, as well as me, so that there can be meaningful discussions and interactions. Talking is common in my classroom, along with group work. I encourage all students to participate in class so that they can learn from each other as well as me. I try to be as fair as I can be, so the students trust me. I feel that I have a very patient and calm attitude with my class. I ask students about their life outside of class...
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...Legal and Ethical Implications for Classroom Management Courtney Ball Grand Canyon University EDU-536 Jeff Martin June 10, 2014 Legal and Ethical Implications for Classroom Management There are many legal and ethical pitfalls for teachers when considering classroom management. Teachers face pressure from administrators, state agencies, parents, and students to have successful and effective classrooms. Over the years, the standard has moved and is constantly changing with initiatives such as Common Core and No Child Left Behind. Teachers need to be aware of the changing landscape of laws and what is acceptable by society. In this essay, I will look at four articles that examine classroom management and analyze them in respect to my future classroom management style and current societal norms. First Article The first article I looked at was "Consideration for Gender-Friendly Classrooms". This article discussed the use of gender bias strategies. It highlighted the differences between general learning styles of boys and girls. The highlight of the article was that it recognized the societal gender norms not only impact students, but also teachers as well (Kommer, 2006). Kommer went on to build a case for a mixture strategies that would play on the strengths of both boys and girls. Depending on the culture, girls and boys are said to be the same. Kommer contends that the goal is not to make boys and girls the same, but to have equity in teaching styles (Kommer, 2006). Analysis...
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...Classroom Management Plan Description of Setting: I serve as teacher in first grade classroom at Hutchinson Elementary School. The school has more than 900 students of all learning abilities and includes grades 6-8. My classroom will be a place where students feel safe. The classroom rules, designed to assure safety, will be prominently visible in the room. By decorating the classroom with students’ work, the room will be welcoming to the students of all abilities and will make them feel more at home. I believe this is important, because it is easier to learn in an environment where you feel safe and comfortable. Below I discuss the different components of my future classroom in more detail: General classroom arrangement: * My desk will be in the back of the classroom. I will only use the desk for administrative duties, but never during teaching. During teaching, I will either be standing at the black board or circulating about the classroom. I believe it is important to be close to the students and to be up and about at all times, not only to discourage unwanted behavior, but also to show the students that class time is for class business. * The students are arranged in groups of three. This stimulates students to cooperate, but keeps it possible for all tables to face the board in the front of the classroom. It also creates wide aisles between the tables, which makes it easier to circulate about the room. * In the back of the classroom are five trays, one...
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...OBSERVATION SHEET Name of Teacher Observed: MRS. CORAZON MARTINEZ Grade Taught: Grade V-B Subject: Filipino Date: October 03, 2012 School: DARMES Point of Observation: MOTIVATION AND EVALUATION A. Teaching Strategies 1. Learners Teachers Interaction 2. Provide an opportunity to the students to participate 3. Using instructional materials B. Learning Styles 1. Through raising their hands 2. Answering in chorus 3. Reading by their own C. Evaluation Technique 1. Informal assessment 2. Recitation in oral 3. Assignment D. Classroom Management 1. Chairs are properly arranged 2. References are accessible anytime 3. Classroom facilities were clean 4. Discipline and proper behavior of students are observed. II. General Impression The teacher motivates her students through asking question in relation to the previous lesson. The teacher has a well-modulated voice which everyone can hear it clearly. She manages the lesson properly. The interest of the students arouse the teachers sense of humor. OBSERVATION SHEET Name of Teacher Observed: MRS. VIVIAN F. FAJARDO Grade Taught: Grade IV-C Subject: SCIENCE Date: October 03, 2012 School: DARMES Point of Observation: MOTIVATION AND EVALUATION A. Teaching Strategies 1. Presenting pictures 2. Informal questioning strategy 3. Learners teacher interaction B. Learning Styles 1. ;learning through visualize pictures ...
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...DESIGNING A MIXED-METHOD STUDY This symposium reflects on a the two-year (2006-2008), ESRC-funded, multi-disciplinarystudy which used an integrated mixed-method design. The project investigated variations in teachers‟ classroom practice, and relationships with professional life phase, identity and school context (using value-added pupil attainment scores as indicators of schools‟ overall academic effectiveness) , which builds on and extends a four-year longitudinal research study (Day et al, 2006). The study sought to identify key factors that contribute to effective teaching and pupil outcomes in primary and secondary phases of schooling in a sample of 83 effective teachers (45 primary and 38 secondary), 39 school leaders, and approximately 3000 pupils from 39 schools in England. The project had three main aims: (1) To describe, analyse and explain the variation in primary and secondary school teachers‟ classroom behaviours and practice using two different observational instruments, detailed field notes and pupil and teachers‟ perceptions, focusing on English and mathematics teaching; (2) To explore typical and more effective classroom practice of teachers in Years 2, 6 and 9, across different school contexts, professional life phases and ages in relation to observation of practice and professional, situated and/or personal factors which are perceived to affect observed practice over time; and, (3) To draw out implications from the findings of (1) and (2)above for policymakers concerned...
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