Task 2

docx

School

Western Governors University *

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Course

C202

Subject

Communications

Date

Jan 9, 2024

Type

docx

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Uploaded by PrivateDragonPerson943

A. 1. The video I have chosen is Case #9 Practicing Presentations and Audience Skills Through Science Presentations. - The learning environment consists of the following components: a welcoming area for kindergarteners where children are talking about what it means to be an active observer and listener at the front of the room on a square carpet that is printed with the alphabet. Along with the television that is being utilized throughout the class, there is a chair for the teacher to sit on. Next to the teacher's chair, the teacher is utilizing an easel with paper to instruct the children. She uses a laminated sheet of paper to go over the group's expectations as they watch the movie and present their work to the rest of the class. Additionally, the alphabet is located at the front of the room, and on the left side of the television, it appears that the sight words for the class are being taught (the resources assist students in using language when creating their presentations.) - The teacher's actions show that she is enthusiastic about the subject and about hearing the pupils present their work to the class. When speaking to the students, the teacher stoops down so she can look them in the eyes. For the pupils to follow along while she goes through the material with them, she also makes notes. When calling on a pupil, she takes care to point at them and mention their name. She is doing a terrific job monitoring each student to make sure they are all staying on track throughout the course. - The pupils' participation and conduct are as follows: The kids look to be engaged in the lesson and enthralled as they watch the video of other kids blowing bubbles and playing with streamers. The film was so well-liked by the students that they requested

to see it once more. The students are highly courteous of one another and make sure to raise their hands if they have an answer to a question the teacher is addressing. While watching the movie, the students talk about how they conducted a similar experiment outside the day before. For their peers to hear how well they did when presenting to the class, they participate in a think-pair-share activity and speak clearly. 2. A. The teacher expertly cultivated the learning environment by giving the pupils a comfortable setting in which to study and engage in class and peer interaction. The teacher can keep a close eye on the students and quickly and effectively correct their behavior when necessary thanks to the students' proximity to one another and the teacher. This promotes student involvement. The teacher can also quickly and inspiringly motivate the kids. 3. A. A strategy I might use to help engage and motivate an English Learner is to create a visual with images so the student(s) can connect the lesson to visuals so they can better absorb the lesson. The classroom management strategy I would like to use would be from Alfie Kohn's theory of Student Directed Learning. Kohn maintains that societies based on extrinsic motivation always become inefficient over time and believe that student curiosity with intrinsic motivation creative a better learning environment. (Lynch, 2018) 3. B. Get-up-and-move is a tactic I would employ to engage a withdrawn learner. For instance, if my class was learning about the wind and some of the students seemed disengaged or bored, I would ask them to stand up and explain how they observed the

wind in class. The pupils would be able to stand up, move around, and take a break from the class as a result. B. 1. The second video I have selected is Case #593 Investigating the Need of Plants and Predicting Growth Under Various Conditions. - The following are the components of the learning environment: The instructor occupies the space in front of the whiteboard. The students are sitting cross-legged on a large carpet at the entrance of the room, eating applesauce. Student desks are visible in the backdrop, although it's difficult to tell where they are placed. One different desk that can accommodate two youngsters is what I see. The desks and the carpet area are divided by a teacher's organizer. The teacher wants the pupils to practice in the classroom before they go outdoors as they are discussing how plants grow and are ready to sow some seeds. The teacher divides the class into four groups and requests that one student from each group come up and retrieve their things. Each group is given a pan with soil for planting the seeds, a dummy plant of the seed they are planting to ensure they have enough room for it to grow, a ruler to measure the area required for the seeds, a marker to indicate the distances required for their rows, and some twine (so they can make their rows). - The teacher's actions are as follows: At the beginning of the video, the teacher is excited to go over what the kids already know about plants and to present a new lesson on how much space plants need to grow. After instructing the students to form groups and providing them with the necessary resources for the session, she begins to visit each group to see how she can support them with exercise. When the instructor

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must focus the entire class, she says to the students, "All eyes on me," and they answer her. - The students' participation and demeanor during the class look quite animated. I couldn't hear a lot of the conversation since the groups were so loud. The students appeared to be disrespectful to one another at times, shoving one another aside if they didn't think one was completing the task correctly or if they wanted to complete a portion of the project on their own. Additionally, I overheard a lot of students yelling at one another as if they had disagreements about what they were doing for the project. 2 a. I think the teacher successfully controlled the students' conduct by letting them rely on one another to solve difficulties. When the instructor saw that the kids weren't able to find a solution, she was able to intervene and bring the class back on course. Glasser's Choice Theory is one of the pertinent theories I saw in action since the instructor is fostering strong relationships with her pupils, allowing them to solve problems independently, and utilizing self-evaluation as a technique to encourage responsibility. 3 a. I would devise a ticket system where children can earn tickets for appropriate behavior but would not lose tickets for improper behavior to assist a disruptive and easily distracted student. To create a customized incentive for each student, I would want to ask the students for suggestions on the kinds of incentives they would like in exchange for their tickets. By emphasizing how their behavior can interfere with their ticket system, I think having the kids come up with an incentive will help steer them back onto tasks and eventually lead to more good behavior from the students.

b. Giving a student exercise from the lesson's more difficult material is one method I might employ to assist a student who has already mastered the lesson's material. I would also give the kid permission to assist a few of the less proficient classmates in the class. This gives the student agency and the chance to participate in the course from a different angle. C . 1. The last video I have decided to choose is case #963 Using T-Charts to Understand and Solve Math Problems. - In a second-grade sheltered English lesson where the pupils are solving arithmetic problems, the learning environment is present. For everyone to hear the teacher's directions, there are 14 desks set up in groups of three, as well as room for students to sit on the floor. The instructor is sitting in a chair next to an easel. Close to the classroom door, there are cubbies where kids can keep their stuff. The teacher had previously created the T-chart for each group and placed it on their desk. With pencils, the pupils annotated the T-chart. After the teacher printed out their word problems, which were placed on their desks, students used a marker to highlight, circle, and underline keywords to help them decide what they needed to put on the T- chart. The students were able to refer to the math word wall as the teacher frequently discussed it to help them with the academic vocabulary they needed for the session. Other things like a reading area and a writing station may be found all over the classroom. - Throughout the entire session, the lecturer was highly energetic. She began by settling down and giving the group instructions. She was great at using hand gestures

to make sure the kids understood what she was asking them to do for the lesson even though she was seated. She sent the kids out to their groups and walked around and crouched next to them so she could help them with their word problems. - The youngsters showed signs of curiosity, cooperation, and enthusiasm for the session. They were able to help one another by talking about the problem and coming up with a solution together. I was amazed by the class's silence despite working in groups of three. 2. A. To get the pupils interested in the lecture right away, the teacher made use of their past knowledge of arithmetic they had studied. She uses hand gestures to help the children understand what they must complete for the lesson. Placed in the front of the class were the kids who would need additional scaffolding during the lesson. She made sure to touch base with each group as well. This made sure that these pupils were the first group she spoke with and that they remained attentive during the class and did not wander off because they were confused about what was required of them. 3. A. I would initially separate the students to give them some space and time to gather themselves. During group circle time, I would provide them a place to talk through their issue so they could resolve them amicably rather than yelling at one another. This is a great approach for the other students to express how they felt when the other students entered the classroom and made comments throughout the session. Every student will feel heard and have a safe space to express their opinions. B. I would engage with these children privately in my classroom and offer frank, specific criticism to show them that I value them and believe in their abilities. This would also provide me and the student with some one-on-one time and a chance to

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assess whether a more serious issue could exist at home or with another student. I would provide the pupil an outlet for their wrath that was productive, like writing or art. Reference:

Lynch, M. (2018, November). Understanding three key classroom management theories . Retrieved from https://www.theedadvocate.org/understanding-three-key- classroom-management-theories/

Task 2

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