Analysis about the Qualities of Teacher 1. Comment as to the: 1.1 Contents of the paper/, and 1.2 Similarities as to what you have experienced as a teacher or you expect to have the qualities cited and many more. Answer: 1.1 The content of the paper represents a thorough analysis, systematic understanding and a comprehensive representation of a good teacher. Teachers possess a strong power in their own capacity to direct the learners in becoming responsible citizens. Their communal
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In the novel, A Lesson Before Dying by Ernest J. Gaines, the main character Grant does not leave his small town because he is afraid to leave. Grant is afraid of failure and change. The character Grant is stubborn and self-centered. He does not face his problems as he metaphorically runs away from his problems. Even though Grant metaphorically runs away, he is afraid to leave because he has so much to lose, showing his fear of failure. In town Grant is a school teacher, he is afraid to leave because
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different ways. A student said something, and then another student agrees or disagrees about that statement. Paper folding was not effective because students started to fold and play with the paper instead of listening to the instruction. 4. Before the lesson, there were two rules to follow: students have to raise their hand before they answer. Students pay attention to the teacher when the teacher claps. This worked well with the management issue. I also walked around to see how students are doing. Breaking
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Title??????? (Heading) On the third dismal day of freshman year, my English teacher led our class to a room across the hall and sat us in a circle around a garbage can. It being Friday, the advisory that had occupied that room 45 minutes prior left the remains of a delicious breakfast. The trash was filled to the brim with half-eaten donuts, dirty napkins, and unfinished bottles of juice. Without warning, our teacher picked up the bin and turned it upside down. Detritus of advisory breakfast splattered
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To me Midnight Golf helps teens to become a better individual in life. It will make me become a “giant” and hungrier as a person for the opportunities that I want. Beginning this program I knew what I wanted to be in life, but I didn’t have all of the tools. With this program coming to an end, I feel more sure of myself that I can be the accountant that I want to be in life. Week after week, we were taught the basic things in life that some would think an individual should be taught as life goes
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I will begin this lesson by telling the students that today we are going to be focusing on describing the setting. (Can anyone give me an example of a well described setting?) I will tell them that I am going to read a book called The Paperboy by Dav Pilkey. I will activate their background knowledge by asking them questions about the cover page. (Where do you think they are going? Why is the boy on a bike with a bag on his shoulder? Do you think that the boy is running away?) After that I will begin
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My Lesson Plan (Brief Lesson Plan) My Lesson Plan (Brief Lesson Plan) I. Objectives: At the end of the class discussion the students are expected to: 1. Identify the different parts of the body. 2. Know each of the functions of the parts of the body. 3. Recognize the use of the parts of the body and the sense organs. II. Subject Matter: 1. Topic- Part of the Body and the Sense Organs 2. Reference-Science and Health Text Book (for Grade Three)
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LESSON PLAN Topic/Subject/Grade: Object graphs- 1st Grade Primary SOL(Standard of Learning): VA-SOL.MA.1.18 STANDARD: The student will investigate, identify, and describe various forms of data collection in his/her world (e.g., recording daily temperature, lunch count, attendance, and favorite ice cream), using tables, picture graphs, and object graphs. Other Related SOLs- SOL 1.15 Objective: Using a manipulative proved by the teacher the students will be able to accurately place 3
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EEI Lesson Plan Template Client Organization: Telephone: Main Contact: Fax: ____________________________________ _ Email Address: Date: VITAL INFORMATION | Author | ..... | *Subject(s) | Behaviorist | Topic or Unit of Study | Behaviorist, Parts of animal cells. | *Grade/Level | 4-6 | *Summary | Name any parts of a cell that you can list of from the top of your head. | STANDARDS AND DIFFERENTIATED INSTRUCTION: | *Standards | Will match
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Daily Lesson Plan Subject: Crafts Topic: Embroidering Techniques Grade: 12 Allocated Time: 45 minutes Student Population: The twelfth grade heterogeneous class is comprised of 21 students having varying ethnic backgrounds, learning styles and multiple intelligences. The group is familiar with concepts relating to fabric preparation and embroidery thread preparation and selection previously taught in lessons included in the unit. State Standards: 9.1.12.H:
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