...allowing my own opinions and attitudes to come into the classroom was my forgetting what Duplass calls the "shared culture of the classroom, (Duplass, 2008). As a teacher of social studies it is my job to help students to understand the importance of past and present events and how those events relate to them. In other words improve their cultural literacy. E.D Hirsch says of this, "Knowledge is central to a shared culture," (Hirsch, 1988). Where I now see I must be careful is in relation to the shared cultural outside of the classroom. For example while every student in the class has the same knowledge of the Civil War (names, dates, and key events) each student may possess a different mindset as why those events matter. Each student has a various level of as Duplass calls it cultural literacy, (Duplass, 2008). The Duplass article pointed out several things that prior to reading it I never considered. things such as political ideology and the concept of indoctrination ( Duplass, 2008). In the current political scene with endless debates, as well as the upcoming primaries and general election it is difficult to teach the students the importance of the political process. In doing so however, it is important that as a teacher you do not allow your own ideology to...
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...Introduction The classroom has become a more generationally diverse environment in recent years. Sanchez and Kaplan (2014) explained that higher education institutions have increasingly shifted towards lifelong learning to accommodate the age diversity among their students. This means that teachers and instructors need to be aware of generational aspects in within the learning environment to accommodate all learners. It also brings up the question as to whether there are actual differences in learning between the different generations. In this paper theoretical and research evidence in regards to intergenerational learning is noted. The importance for instructors to be aware of whether there are actual generational differences among...
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...Clear Instructions to Manage Classroom Activities By Lauren Platt, eHow Contributor Many off-task and disruptive behaviors arise when students do not have a coherent sense of direction in classroom activities. Ambiguous directives are frustrating for both students and teachers and lead to feelings of failure and purposelessness. Without clear instructions, it is only natural that students will drift away from activities and engage in off-task behaviors such as talking. Concise instructions and clear expectations are the cornerstone of effective classroom management and successful learning activities. Other People Are Reading * How to Provide Clear Classroom Directions * How to Manage Classroom Activities * ------------------------------------------------- * ------------------------------------------------- * ------------------------------------------------- * Print this article Instructions 1. * 1 Explicitly state the goals of the activity. While introducing the activity, spend time explaining its purpose, how it ties into the overall unit and precisely what students will gain from it. For example, say "By the end of this activity, we will be able to do___," or "This activity will strengthen our understanding of___." * 2 Prepare a written set of directives in a step-by-step format that will either be displayed for the class or provided to each student as a hand-out. Read the steps together as a class providing an example of...
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...Co-curricular Activities: Meaning, Definition, Examples, Importance, Benefits July 11, 2012 Education Co-curricular activities facilitate in the development of various domains of mind and personality such as intellectual development, emotional development, social development, moral development and aesthetic development. Creativity, Enthusiasm, and Energetic, Positive thinking are some of the facets of personality development and the outcomes of Extracurricular activities. Meaning of Co-curricular Activities Co-curricular activities (CCAs) earlier known as Extracurricular Activities (ECA) are the components of non-academic curriculum helps to develop various facets of the personality development of the child and students. For all-round development of the child, there is a need of emotional, physical, spiritual and moral development that is complemented and supplemented by Co-curricular Activities. Definition of Co-curricular Activities Co-curricular Activities are defined as the activities that enable to supplement and complement the curricular or main syllabi activities. These are the very important part and parcel of educational institutions to develop the students’ personality as well as to strengthen the classroom learning. These activities are organized after the school hours, so known as extra-curricular activities. Co-curricular Activities have wide horizon to cater to the cultural, social, aesthetic development of the child. Examples and Types of Co-curricular...
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...1) I would respect the teachers opinion, but do not agree with him. I feel the professor is either stuck in his old ways, or is a male chauvinist. I do not believe the professor was well prepared. He should have been prepared for challenges to his lesson plan. When challenged, he should have been able to provide women who were critical in subject of study, or made a joke stressing the importance of women. The professor’s attitude toward the students was judgmental, and confrontational. This type of attitude builds anger and distrust amongst some of the students. I have experienced this type of behavior in class. Regardless if I agreed with the professor, or not it caused me to feel uncomfortable. 2) As with the professor, I respect the student’s opinion. She has every right to respond the way she did. The student’s decision to respond is beneficial to learning. If questions aren’t posed, we then begin to believe incorrect information. The student was not angry, or militant. She was just standing up for her opinion. 3) The professor accused the student of being an angry feminist because of her question. The professor stereotyped her because she was in line with the talking points of the “angry feminist movement”. If the professor has taught this was for some time, he probably has run across the same resistance to his opinions. I wouldn’t be surprised if some of the resistance was caused by purported feminists, which now causes him to think all women who challenge...
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...the thought of how one “processes” learning was the focus on all research regarding how a person functions during learning. The constructivist view changes all previous thoughts on learning while maintaining some compatibility with other thoughts. It is a theory with more than one perspective which gives it multiple view points while maintaining the main focus on the learner. There are many theorists who have contributed towards the constructivist theory. Two of the primary theorists, Jean Piaget and Lev Vygotsky had different contributions to this theory. Piaget’s theory of cognitive development provides some basis for understanding the stages a learner developmentally goes through. His theory essentially sets the basis for the importance of understanding at what levels students function in order for a student to fully benefit from learning- an important concept for educators to realize. Piaget’s theory of education states a student’s cognitive development must be understood, a student must be kept active, incongruity must be created to challenge the student and social interaction must be...
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...Social Networking In Schools: Educators Debate The Merits Of Technology In Classrooms In this digital world, opportunities for education are available like never before. Though teachers using online tools are empowering students take part in their education, they may also expose them to inappropriate material, sexual predators, and bullying and harassment by peers. Teachers who are not careful with their use of the sites can fall into inappropriate relationships with students or publicize photos and information they believed were kept private. For these reasons, critics are calling for regulation and for removing social networking from classrooms -- despite the positive affects they have on students and the essential tools they provide for education in today's digital climate. The positive effects of social networking sites in education are profound. According to a study conducted by the University of Minnesota on student use of social media, students who are already engaging in social networking could benefit from incorporating it into curriculum. Christine Greenhow, who was the principal investigator in a study, elaborated on the impact social networking could have on education. "By understanding how students may be positively using these networking technologies in their daily lives and where the as-yet-unrecognized educational opportunities are, we can help make schools even more relevant, connected, and meaningful to kids." Through utilizing teaching techniques that...
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...placement, ensuring that services are provided in the least restrictive environment (LRE). Unless the student’s IEP requires some other arrangement, placement must be close as possible to the student’s home. The IEP is reviewed on an annual basis and reevaluation is conduct at least once every three years to revise IEP and services. The Five Key Points The key points in the text reading are as follow: 1. A description of the special education process. 2. A discussion of the three modes of collaboration and the three models for teaming. 3. A brief description of the IEP components. 4. The importance of the least restrictive environment and inclusion setting. 5. The roles and rights of parents in their child’s special education process. How might I apply this content to a classroom and instruction? As a special educator teaching in an inclusion classroom, the most important thing for...
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...Far too often have I asked myself if I was really learning in class. Am I learning for myself or am I learning for the grade in the end? Education’s goal is to fulfill people’s search of knowledge, but too much of the time there are secondary factors that play a role in how we view education and it’s motivation. The theory of rhetorical perspectivism was introduced by Hikins and Cherwitz. They formulated this notion in response to a claim that believed that discourse and rhetoric should enjoy epistemic status. Moreover, discourse shouldn’t be used informatively of insights, but rather used to discover such insights (Hikins & Cherwitz, 1983,1986). Rhetorical perspectivism aims to bridge the gap between rhetorical objectivists and rhetorical subjectivism as a work in epistemology. Objectivists think that knowledge exists first, then is discovered through discourse. Subjectivists think that knowledge is constructed by the discourse and does not exist until it is built, that is the search that creates knowledge. Perspectivists, such as Hikins and Cherwitz, come along and say that everything takes place from different contexts- meaning knowledge exists, but we see it from our lens- essentially to reconcile two seemingly contradictory ideas as ‘two sides of the same coin’. Perspectivism says ‘that reality is independent of human attitudes, beliefs, and values’. In essence, Hikins and Cherwitz’s claim says that while an independent knowledge may exist, we all see from our own context...
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...Originally published in The Literacy Practitioner (Volume 4, # 1, February, 1997). Literacy Volunteers of America - New York State Communicative Competence and Second language Teaching: Lessons Learned from the Bangalore Project A review of N.S. Prabhu (1987) Second Language Pedagogy by N.S. Prabhu. 1987. New York, Toronto: Oxford University Press N. S Prabhu's objectives in Second Language Pedagogy are twofold: to present the “communicative comptence” theory of second language acquisition, and to describe the Bangalore Project which consisted of a small number of elementary and secondary English classes in India. This five-year project, which illustrates the importance of grounding practice in theory, is relevant for adult ESL programs like Literacy Volunteers of America (LVA) because of its transition from direct instruction to communicative competence through “meaning making” in real contexts. Prabhu’s book is full with provocative insight about second language acquisition (SLA) that practitioners and theorists would do well to explore whether or not they agree with all of Prabhu’s assumptions. One purpose of the Bangalore Project was to develop a methodology in a “sustained teaching” environment consistent with theory in part as a way of refining the theory, but also to shape practice according to a specific theoretical framework. This kind of interaction between theory and practice is a special concern among teacher researchers in the United States (Cochran- ...
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...Chapter 2 Review of Related Literature This chapter is divided into four parts: (1) Co-curricular Activities, (2) Time Management, (3) Academic Performance, (4) Tourism Education. Part One, Co-curricular Activities, presents the definition, role of co-curricular activity in student, scope of co-curricular activity in school, its importance and benefits. Part Two, Time Management, discusses how to manage your time wisely, its effect in academic performance and co-curricular activities, why time management is important, and its benefits. Part Three, Academic Performance, provides meaning or definition, importance of academic performance, positive factors affecting academic performance, and the factors resulting to academic performance failure. Part Four, Tourism Education gives the definition of tourism education, its importance, information about tourism education. Co-curricular Activities According to Mc Kown (1952) these activities are as old as education itself. They wereknown as used in different forms under different educational settings.The history reveals that the term was called Extra-curricular Activities before four-five decades. It includedathletics, music, oratorical competitions, clubs for students, debating, dramatics, honour awards, special day celebrations etc. These activities were organized mostly by the students themselves. “Co curricular activities were mainly organized after school hours and so were the extra curricular but they are not an integral part...
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...Philosophy of Education I have asked myself over and over again what has driven me to become a teacher and why I want to have such an impact on students’ lives. Personally, growing up in the urban school district, not in such an influential environment I was exposed to many unhealthy lifestyles and my education was effected tremendously. I did not know the importance of going to college to pursue a college education, and I always believed that once I received my high school diploma that all of my hard work was done. Over the years after I graduated high school I witnessed my father go back to college to receive his Bachelor’s Degree which inspired me in many of ways to return back to school. I was always so skeptical, and until this day I still have doubts within myself that I will let my past childhood experiences with my education dictate my success in the future. I have always had the desire to teach, and have the ability to impact children’s lives in a positive way, which is the one of the main reasons that I strive so hard to reach my goal. I narrowed my chose with just one item; with studying the different philosophies of education I would consider my philosophy of education to be Progressivism. This philosophy of education helps the students learn more effectively to situations dealing with their personal lives. I believe that children will broaden their knowledge in society and also have the ability to improve their social skills. In the hypothetical American...
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... Contents 1.Introduction 3 2.Statement of the problem &sub-problems ………………………………………………………………………………………….5 3. Hypothesis and Questions Hypothesis and /or Questions……………………………………………………………………7 4 Delimitations………………………………………………………………………………………………………………………………………..8 5 Definition of terms……………………………………………………………………………………………………………………………….8 6. Importance of the study…………………………………………………………………………………………………………………….11 7. Literature Review .................................................................................................................................12 8. Methodology 16 9. Timeframe 18 10. Bibliography 19 Introduction For many teachers, students entering general education classrooms are just more difficult to deal with due to the many complex issues that they bring from different aspects of their lives. Teaching children who come to school hungry, stressed out, angry and sleepy interferes with the transfer of learning, even more, if the issues are compounded by other challenges such as language, speech, brain and other disorders. Today’s classrooms are more diverse as education is more inclusive (Mckay, 2012, p.1). The term “inclusion” have recently emerged to address the changing philosophy and school practices in order to better meet the needs of students with disabilities (Deng, 2008). “The exclusion of children and adolescents from the education system is a complex issue that has been widely researched and...
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...Bilingual Education Introduction Communication is a powerful tool in every setting that involves human interaction. The importance of bilingualism is felt when there are communication barriers orchestrated by multiculturalism and cosmopolitanism. The effect of communication barrier is more profound in the learning environment. This is reflected in the way it incapacitates understanding of the course contents. This paper will talk about bilingual education and the milieu in which it is juxtaposed. Bilingual education The logic behind bilingual education is the use of students’ native language in learning while at the same time learning English. Bilingual students have an added advantage in regard to understanding materials when two different languages are being used in the classroom. The increasing language and cultural diversity have necessitated the need for bilingual education which improve learning (Harris para 13). Such education enables students to diversify their learning since they are not confined within one language. Bilingual education enables inclusiveness in the classroom and total participation from the students/teachers can code switch and code mix to enhance understanding and communication. In the absence of bilingual education, other alternatives are sought in order to accommodate monolingual students and those who cannot understand and speak English fluently. Such options include using two different languages at the same time in class and translating while...
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...question is part of a continuing debate on whether technology and educational media are more than a mere delivery system for instruction and on the importance of the teacher's role. The use of technology for writing instruction includes computer-based word-processing, projects to provide laptops to all students in schools, software programs that direct writing instruction and assist students in developing their own writing skills, as well as classroom email, website and blog activities. Schools in Maine, Kentucky, Virginia and British Columbia have invested funds in providing laptops to all students in certain schools. Jefferson County, Kentucky, has recently provided laptops with wireless access cards to every student and teacher at four under-performing middle and high schools. Maine, through the Maine Learning Technology Initiative, has been providing laptops to all eighth grade students for two years and is planning to expand this program to include high schools. They are also planning to experiment with testing online. Since 2001, Virginia's Henrico County Public Schools has provided 25,000 wireless laptops to its middle and high school students and teachers. For grades six and seven, a school in British Columbia initiated the Wireless Writing Project, which focuses on improving written expression. Other state-wide one-to-one computer programs are underway in New Mexico, Michigan and New Hampshire. Many schools are continuing to utilize classroom...
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