House & Huffaker
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School
University of Houston, Downtown *
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Course
3326
Subject
Mathematics
Date
Feb 20, 2024
Type
docx
Pages
2
Uploaded by ChefMetal9320
Name: Jared Hrozek
Date: 02/13/2024
Environment, Routines, and Procedures – House &
Huffaker
1.
During carpet time, Ms. House transitions smoothly from one objective to another. Describe at least two ways she had the students transition. During carpet time, Ms. House implements excellent transition tactics between objectives. First, she
uses visual cues to effortlessly guide students through transitions by showing clear indications or suggestions about the forthcoming activity. She also engages children in task-oriented transitions, giving them particular duties such as clearing up materials or settling into their chairs before moving on to the next objective. These planned routines not only keep things in order, but they also assist pupils grasp what they are expected to do throughout transitions. Ms. House creates a learning environment in which students can effortlessly move between activities, hence increasing overall classroom efficiency and engagement.
2.
From the video you can see that Ms. House has strategically placed instructional materials such as the Word Wall to promote learning. What do you notice about her classroom arrangement and the environment that supports student learning? Provide at least two examples. Ms. House's classroom is painstakingly designed to promote student learning. For starters, the Word Wall's strategic placement allows kids to easily access sight words and essential vocabulary, which promotes language development and literacy abilities. Second, the classroom arrangement facilitates a variety of learning activities, including solitary work, small group collaboration, and whole-class instruction, thereby accommodating different learning styles and encouraging engagement. Furthermore, the clean, orderly, and well-kept setting displays Ms. House's dedication to establishing an ideal learning environment. With so many tools and resources available, students
are free to explore and learn on their own. Overall, Ms. House creates a good, supportive environment in which kids feel protected, respected, and motivated to succeed academically.
3.
Students will often find speaking out and answering questions in a challenging high school course uncomfortable. Describe some approaches that Ms. Huffaker uses to encourage students to take risks.
Ms. Huffaker's high school Pre-Calculus class uses a variety of tactics to encourage students to take chances when speaking up and answering questions. First and foremost, she creates a secure and supportive learning atmosphere in which students feel free to express themselves without fear of being judged. Second, she provides numerous opportunities for practice, allowing trainees to progressively gain confidence. Third, Ms. Huffaker applauds kids for taking risks, praising positive behaviors, and promoting future engagement. In addition, she uses low-stakes activities to assist students become more comfortable speaking up and making mistakes. Ms. Huffaker instills confidence in her pupils by emphasizing that mistakes are a natural part of the learning process, encouraging them to take risks, participate actively, and gain greater comprehension and achievement in their learning journey.
4.
Both Ms. House and Ms. Huffaker use strategies to encourage student responsibility for resources and materials. Compare and contrast how each teacher utilizes this strategy in their classroom. Ms. House and Ms. Huffaker use diverse but effective techniques to encourage student responsibility for classroom resources and materials. Ms. House uses labeling, established routines, modeling behaviors, and positive reinforcement to foster a pleasant learning atmosphere in which students naturally take responsibility for their resources. Ms. Huffaker, on the other hand, enforces contracts, promotes accountability, and provides kids with options that are accompanied by explicit
expectations and penalties. While both teachers want to impart responsibility, Ms. House's approach focuses on building a caring environment that encourages internal drive, whereas Ms. Huffaker stresses outward institutions that reinforce accountability. Despite their differences, both systems effectively enable students to take control of their learning environment by encouraging classroom structure, respect, and accountability.
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