analyzing schools
It was a typical Monday for Mrs. Otter, after lunch she had her usual 3 classes. Water was the first group, Nets the second and Earth the third. Before she would begin class, students had to follow the agenda for the day. The agenda is located at the front of the board and it tells the students what they will need for the class. Once the students are seated quietly, Mrs. Otter points out the incentive chart; a listing of each group’s name. If the students follow the criteria for the incentive chart, they will receive a sticker. The group with the most stickers after a month will receive a reward. The lesson plan for the day is analyzing the characteristics of a hero/heroine. The first and third group for the afternoon had the same lesson plan. Building upon the homework from the night before, students in the class are asked to share what they wrote for their characteristics of a hero/heroine. After about half of the students read their characteristics to the class, Mrs. Otter pooled their characteristics into a main concept. She thanked each child for sharing and placed a sticker on the incentive chart for class participation. She then handed out a sheet of paper and asked students to pair up an
ize the theory of imitation through their group work. ed the numbers I gave her the figures to add orally, “Rachel what is 12+5? She gave me a blank stare, after I wrote 12+5 = down she told me the answer is 17. Upon the sharing of answers I noticed many students failed to answer the question correctly. ------------------------------------------------------------------------ The second group for the day was Nets, this group works through the Connecticut Mastery Test’s (CMT) practice math workbook. The first lesson for the Nets group was estimating. After Mrs. Otter explained estimation, the class answered a few examples. Students were called on to answer and explain the examples. The next step was to do an individual example. The example called for rounding the price of three supplies purchased $2.89, $1.94, and $ 11.74. The example stated Tann paid with a $20 bill, and only received $1 change. Next it stated, “using estimation did Tann receive the correct change”? At that point in class, I circulated the room offering help to those students in need. A student named Rachel asked for my help, she could not grasp the concept of rounding. First I tried to talk through the reasons we round up. However she did not understand, so I had to write the figures down and show her why we would
Some common words found in the essay are:
IQ Piagetian, Test’s CMT, Nets Earth, Skinner Piaget, Gilgamesh Otter, Paper Topic, Gilgamesh Eventually, characteristics hero/heroine, incentive chart, learning theories, students class, class students, students follow, otter’s lesson, class participation, stages development, learning children,
Approximate Word count = 898
Approximate Pages = 4 (250 words per page double spaced)
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