This is crucial to self-regulation and the cornerstone of the majority of tactics. Setting goals enables a student to identify areas for improvement. (OMelia, 1954). For instance, a teacher can demonstrate to the students how to manage their time effectively and possibly advise them to stop engaging in leisure activities and set up a schedule for completing their assignments prior to supper.
Students should assess their own behavior to see if they have exhibited any particular wanted behaviors. Students may gauge, for instance, whether they are giving close attention in class, completing assignments, and ensuring that they have effective strategy steps for better performance.
Self-talk
In other terms also known as self-instruction, it is a normal development for young children. Purposely used by learners of any age for improved learning behaviors. For example, teachers should allow students to come up with their statements and use them.
Self-strengthening
Learners can adopt this strategy whereby they reward themselves after achieving their goals. For example, a student can gift himself by going to the movies over the weekend after they have accomplished a goal of completing homework before dinnertime throughout the week.
Focused learning
Students with disabilities should be focused and stay persistent in learning by doing so they will accomplish many things. Best strategies of self-regulatory can benefit learners, not only those who are struggling.
Comments: Teachers dealing with students who are disabled should use self-regulatory strategies to assist and improve the output of the students in the class.
What re soe f te as ou ae een ultculturaly snsitie to the students ith hom you ae orked?
Know your students individually
As a good teacher, it is advisable to invest your time in knowing your students independently thus creating a strong relationship with them for easy teaching. For this purpose, it is of most importance in classes where students are from different ethnic groups.
The curriculum should be culturally sensitive.
Commonly observed in art classes where teachers focus widely on western artists, like Picasso, Degas, and Monet true they are wonderful artists but they should not be the only artists to be exposed to students in art class. For example, emigrant students should be made to feel proud when you mention people from their cultural group, like mentioning about designs by Mehndi.
Be alert on self-cultural biases.
As a teacher ask yourself where you consider growing in line with your cultural sensitivity. Make efforts to spot where there are cultural biases.
Pursue contributions and support from society members.
Engage the community and or other teachers. For example, look for people who have traveled to different countries and had experience, let them talk to students about understanding other cultures.
Give students chance to create original work
Students with choices felt empowered and supported to generate authentic work. This will give them an opportunity to express themselves hence breaking cultural barriers.
Comment: Breaking of cultural barriers in a classroom gives students an opportunity to study thoroughly.
In at as ae you een be to intgrte cputrs and elated technoloy in your ork ith students ith isabiities?
Use of audio players.
This may help students listen to words recorded, mostly applied to students who are blind.
Use of sounding board.
By use of sounding boards learners who have difficulties in communication or have trouble in writing can use it to transmit personalized messages.
Use of tech matrix
It is a site that provides links to help teachers in finding resources on teaching lessons like science, reading, and writing.
In what ways have you learned to integrate literacy, reading, and language instruction across content areas?
By phonemic awareness
Ability to manipulate individual sounds in spoken words
Phonics
By use of this method whereby I study and use sound correspondences and syllables to help learners read written words.
By fluency.
I read text with adequate speed and expression to support comprehension.
Vocabulary.
Words and their meaning that learners should understand to grasp text
Use of text comprehension
Ability to teach by having certain skills, strategies, and verbal skill
Comment: Above mentioned skills are essential to a teacher to integrate literacy, reading, and language instruction across content areas.
What kinds of handson ork he you learned to use ith students in te ras f sciece and technology instruction?
Have a classroom constitution
Encourage students to brainstorm essential guidelines for a thriving classroom. After they have made substantial points and have signed a pledge hangs it on the wall for students to see.
Consistency in teaching fifth grades
Teaching fifth grade consistently my skills in engaging and communicating with the student has been made easier, hence keeping my routine and rules.
Rewarding students
Even though students in fifth grade are big kids, they are still motivated by the idea of gifts.
Grade the assignments
Make the students feel valuable by making sure that they deserve their good effort.
Inspire the kids to exploit their passions.
Give them a genius hour whereby they can discover their topic of choice.
Comment: Through these skills, I have learned how to deal with fifth graders appropriately.
6. We read much these days on teaching mathematics through problem-solving approaches.
How have you used opportunities for problem-solving in mathematics instruction?
Noticing in the lesson who talks most in the whole-class parts.
Choosing what kind of questions to ask.
Who in the class answers most of the questions?
What to do with students questions.
Understanding students' questions and figuring the best way to answer.
Comment: By using these simple methods I have been able to use opportunities for approaching mathematics by use problem-solving.
7. What are some ways you have learned to develop a caring, respectful way of relating to students?
Becoming a trendy teacher
According to Reid, Lienemann &Hagaman (2013) teachers become popular by treating students the way they want to be treated; this builds a good relationship between them. Always be smiling, provide positive support, and listen to your students.
Have a chance to know your students
Strive to know your student's interests. By having a normal conversation, they will start seeing you as one interested in them, and this builds a good relationship.
Guard the learners' self-esteem
Discipline your students silently and fast. In case of misbehavior, keep a low voice.
Pay attention to students
Be open to receiving feedbacks from students as this makes them feel like they influence class. In case student raises an issue for example, regarding assignment being ready and willing to discuss it.
Telling stories to students
By doing this, you eliminate the boredom in the class making students always to be alert and ready to listen to you.
Comment: Always strive to be a favorite teacher to your students as this will make them perform well in your lessons.
8. What are examples of data-supported (or data-driven) instruction which you have observed in your Practicum? How might you use data-supported instruction in your future teaching?
a. Maintain simplicity
Us simple techniques for data collections, such as exit tickers, this provides a straightforward understanding of learning outcomes.
b. Scrutinize your efforts
According to data collected determine whether step's you have been taking have yielded any products. The difference in students and their efforts will reveal your extra efforts.
c. Involve students
Engage students when setting goals and follow the process to empower them.
d. Share the progress
Track daily progress using charts or graphs this assist learners to evaluate their progress and be empowered.
Comment: By use of these data-supported instructions it has made tracking my student's progress and encouraged me too.
References
Reid, R., Lienemann, T.O., &Hagaman, J.L. (2013). Strategy Instruction for Students with Learning Disabilities,(2nd ed.).New York: Guilford Press.
Self-Regulation. (n.d.).
OMelia, P. A. (1954). Some suggestions for developing competency in the selection and use of instructional materials among teacher education students.
