Reflection essay on visits to educational sites

As I was going to observe a third level classroom combined their lesson the reflection essay on visits to educational sites. I was scheduled to arrive at 2PM. When I arrived at 1:50 PM, some students are waiting outside the school and informed me that the class is ready and so excited to discuss and share their experiences during the educational tour. Many of the students feels so excited and were talking of few excitement they have had observed on the beautiful and historic places they visited. I and the students waited for the time to finish before the class started and then went into the class. The time was about 2:00 at this point, so the teachers arrived ahead of time before the class started. Everybody feels excitement to see everyone and very much eager to share their ideas on the good and interesting experiences they have.

When we entered the room it was noisy but faces are happy and all are talking to each other smiling and greetings to one who have had just arrived. We have obviously motivated the students to talk to each other their experiences during the educational visit. This gave them the time to reflect back their ideas and opinion about the importance of the educational trip to the lesson they were able to deal with in this period formal discussion of class time. The room was brightly decorated with lots of posters and student’s art and pictures of the places the students visited into. The students were working on pictures by posting them to the illustration boards because there was prepared materials like illustration boards display where they put hang some pictures that makes them so excited and very interested to see. The students tables were arrange by groups of 3 students per table. There were about 5 tables with 3 student’s seats around each table, so there were about 15 students in a class. Apparently, the class had just been returning from a trip to the school session. So when they came in they were still carrying their gadgets for

Photo shots and lots of pictures they hand in. Everyone’s eyes were on me. The teacher asked me to introduce my self to the class.As the bell rang, the formal class session started at exact time to start. The teacher started his teaching instruction by giving students instructional direction what they students supposed to do inside the classroom. As I observed the teacher used an instructional materials.

It is often said that a picture is worth a thousand words. Snapshots not only capture the moment, but also provide an everlasting impression. Likewise, instructional snapshots can provide the pre-service teacher-trainee with a glimpse of instructional and pedagogical strategies employed by teachers. If the intent is to improve instructional practices, teacher performance must be viewed within different contexts.It seems the teacher has those principles of teaching that is suited to the students needs to be able to learn better. The teacher was able to inject to the class the Descartes’ philosophy carried over to elaborate and erroneous explanations of a number of physical phenomena. These explanations, however, were valuable, in that he substituted a system of mechanical interpretation of physical phenomena for the vague spiritual concepts of the students.

Furthermore, I was able to observe that there was that student diversity implication:
NYS deal with the diversity of the nation’s faiths” as he believes that just telling people to celebrate our cultural and religious differences doesn’t work, suggesting that it is uncomfortable when familiar is replaced with unfamiliar. The school policies warns the schools that the worse solution is to ignore our differences and offers the idea that we include religion accurately and fairly in history, literature, and other subjects.

Here are the different points of observation I see in this class at which the teacher were able to incorporate to the class teaching strategies. This is listed according here and discuss further as discussed below.
It was incredibly impressed with the third level class courses and it was been a good experienced that colleagues enjoyed the educational visits. Not only was the content some of the most useful, practical, and thought-provoking one and have gotten from any source about teaching, the site was also really easy to navigate and full of resources and ideas that visitors will be able to use in the classroom. It was a very impressive and motivating method of teaching and learning as well.

The students can show their sides and displays their works and ideas during forums and dialog that was held in a specific time and specific topic as well. For the purpose of facilitating dialogue, research and assessment in regards to issues surrounding urban policy.

Students look:
Whether a new students or returning to NYU all are welcome living on-campus! Residential Education is focused on helping to develop students and build their skills so that they can be successful in their chosen career! Schools want to make student’s on-campus living comfortable and engaging. To do this we have many services to offer support and growth through challenge. Services offered in residence halls and resources to help students be successful.

Lesson alignment:
Knowledge is constructed during the event of each class and requires the engagement and spontaneity of both teacher and student. Through its variety of professional development and curriculum initiatives, helps teachers create the conditions in which genuine, effective learning occurs.

How individual students` were meeting?
Department of Education has increasingly relied on standardized exams as an indication of a school’s performance and of the state of the nation’s largest school system. And it has sought to find other measures to gauge school strengths and weaknesses. So as students were meet when they pass that standardized exam.

Age appropriateness:

Ability to teach inquiry and object-based lessons that are interactive and age appropriate for a diverse range of students, including the third level class students and students with different learning.
· Knowledge of cognitive and developmental levels of K-12 students
· Familiarity with NYC District of Education curriculum
· Experience integrating art and museum-based learning into school curricula
· Experience with in-school programming, such as classroom teaching, residency programs, etc.

Reflecting inclusive education:
Alter the physical environment, presentation of lessons, testing/evaluation procedures, design of materials; provide organizational assistance; employ effective motivational techniques.
Interdisciplinary curriculum:
Curriculum reform, instructional strategies encourages critical thinking, and strategic planning. Books on this subject as well, including: Interdisciplinary curriculum; design and implementation and mapping the big picture and integration of curriculum.
Experiences puzzling and interesting:

Strengthening of essential skills (reading/writing/critical thinking across the curriculum)–because the work in online classes is conducted by reading and writing, along with associated other media (audio and video), reading and writing become part of the medium of every course, not just specialized composition or literature classes.

Altering and improving the class:
Students have a lot of fun to figure out what makes a kid tick. This would let to intend students more fully learn what you really wanted them to learn.Alter has intensive background in the classroom will help a lot understands students needs. In so doing, easy and effective teaching strategies will be imparted to the students learning process.

Behavior assessment and interventions
Guidance counselor and teachers help hand in hand in assessing student’s behavior. Together with standard school polices that enhances student behavior. Comprehensive guidelines should be disseminating to each students in the first day of school. Besides disseminating standard guidelines to parents so that they are aware of the proper rules or policies students should to follow and so to enhance learning process effectively.

How to let students engage in class?
Teachers began to include more reading activities as they designed their units and lessons, including strategies that focused on pre-reading, during reading, and after-reading activities. More classrooms began to house their own libraries, with a wide variety of fiction and nonfiction material. More and more, students began to read the newspapers that were delivered daily to the school during silent reading and as choice material. Teachers began to more closely scrutinize the reading habits and abilities of their students, both in formal and informal settings.

While the school was meeting the remedial needs of students, and the needs of gifted students, there appeared to be a gap in services for those students who were advanced readers. While there are classes for middle school students who have been identified as “gifted,” we are finding more students seen as “advanced readers” by their teachers not in classroom situations that enhance and promote their abilities. It is a concern that advanced readers are not reading materials that challenge them, or that they are reading material at a higher level than their peers but not comprehending all aspects of the material. In looking at these two concerns, teachers are challenged to find material to engage these advanced readers.

How were reading and writing interwoven into the curriculum and class lesson?
Students must be inside the class even there was more important activities the students were interested more. They should to bind inside the class during class hours but if students was more interested and more engage with such activity like football then they are given opportunity to there as it is their line of interest but is inline of the subject matter that teachers wanted the students to learn. If the students

Each third grade class chose a country to track. The group of students made big pictographs in outside the hall and kept the tracts of medals. Also students are used to read newspaper and get into internet everyday to keep them in tract of this.

Let students had the actual materials used like torch for them to use with in classes. Let students took pictures. Like visiting educational places, let them experienced and let them took pictures of the things the students very interesting for them.

In the library, groups did a simple research report on another country (more
obscure) that is in the students’ line of interest.

Let students read their own interesting topics like Olympics by Mary Pope Osborne during reading. Let them also read several Greek myths during this unit. Let students read your own research as a teacher professional achievement. Also, let them research nonfiction companion during Social Studies.
Let them made charts about the different Ancient Greek and early Olympic topics.

These were used by groups to determine the most important ideas and to write paragraphs about the things they saw during the visit. Other more maybe helps students letting them to make a planning on going into democracy (started by the Ancient Greeks) and survey on government and process of elections.
These and more activities could be done by an effective teacher helping students engage and learn a lot.
Finally, the class was ended at exact time and finished the entire task done between the teacher and the students.