At what point do we as the instructor interviene? If one student is not doing their role, do we let their group mates take up the work or is it our job to fill in. for that student, now?

This is an interesting concept as anytime I am in a project that has involved cooperative learning we did not have distinct roles. I feel if we had that the project would have gone smoother. How do you go about creating the roles in a group assignment and what happens if one member does not pull their weight?

I never knew that Cooperative learning followed specific steps. Do all forms of cooperative learning follow these steps?

The way this is worded makes me think of a treasure hunt. Is there a way to design a lesson to be like a treasure hunt?If so, how would we go about guiding the students through the learning processes?

Many questions teachers ask in the classroom neglect to promote critical thinking and problem-solving strategies. How can we, as teachers, be better about including questions like these in our lessons? Is there a way to do so that still allows us to analyze information the way multiple choice questions allow us to analyze information?

How do we go about recording prior knowledge and understanding and filling any gaps identified through questioning about prior knowledge? Is there a way to build in new lessons without filling holes?

How can we be sure to interact with ever student individually? A typical middle school or high school teacher serves anywhere from 15 to 35 kids per class with five different classes. That is over 150 kids that some teacher see in a single day. How can teachers be sure to interact and make connections with every individual student?

Is a script really the best way to teach? Using a script implies that all will go according to plan, but that is not always the case, especially in a classroom filled with 30 teenagers. Would simply having an outline be better so you know what you are saying, but have the freedom to relate different parts of the lesson to different examples in the class depending on the current circumstance?

This feels like the EDGE method of teaching, or Explain Demonstrate, Guide, and Enable. How similar are the two models and what are the differences between the two?

Is there a way to turn any lesson into one featuring an assignment with group work, or are there certain lessons where independent work is necessary?How can you go about balancing the two? How can you also go about trying to fit in all of these activity types to differentiate the coursework?

I am in Scouting BSA (Or Boy Scouts). In Scouts I have done a lot of leadership-type adventures, one of which being a week-long leadership camp that teaches scouts how to teach, as one of the most important aspects of leading is teaching. There we have an acronym for the stages in which someone is best taught something, EDGE. it stands for Explain, the step were you explain what you are doing, how you do it, and why you do it, Demonstrate, where you demonstrate the desired outcome or skill, Guide, where you have the student do the task while you asses their progress and offer help, and Enable, where you allow the student to completely do the task on their own, which seems to be the stapes the learning objectives are outlining. Am I correct in my observation?

I feel that this is a step that is often missed. For example, going through school I came across many teacher that I was warned about. I had one teacher that began the year by saying that less than ten percent of her students pass her class with an A. I feel that if there are that few students passing a class with an A, there's a problem, especially when you take into consideration the fact that nearly every student entering her class has rarely received below n A on a report card. In instances like these, I feel as thought it is the responsibility of the school to check up on these teachers to ensure they are not intentionally setting unrealistic expectations for the children they are meant to be caring for.

I can definitely see how grades were originally an incentive for students to want to progress, but I feel as though in many cases, it has the opposite effect. Often, if a student struggles with a concept in school, it is not necessarily the students fault. It could be due to an underlying condition such as ADHD or undiagnosed autism, issues at home, issues with medication or mental health, issues on the instructors end, or any number of other possibilities. Many students have been conditioned to view their grades as a direct reflection of their intelligence. Many students think that if they have bad grades, it automatically means that they are not smart in that area, so they are less likely to work hard at learning it. How can we go about things differently in the future to ensure our students do not feel this way about their grades and themselves?

At what age does this shift to being more about communicating the student's learning to themselves rather than to the parent? Grades in college are very similar to grades in high school, so where does the transfer of responsibility occur and is that outline made clear?

Where can one find the school's policy? What are some examples of different school policies and what do they mean? Don't grades reflect the student's understanding of the material? Doesn't that also mean that the grade is also partially a result of the teacher?

I feel as though that this would be a controversial way to grade assignments as there is too much room for teacher error when grading. For instance, when a teacher begins grading work, they may be more or less harsh than when they finish grading, which could impact the scores of assignments graded at different times throughout the grading process. I feel that this way of grading leaves too much up to the instructor in terms of interpretation, thus making it an unreliable system.

How can we ensure that we are weighing things correctly? For instance, many assignments have points dedicated to spelling and grammar, however, neither of the two are usually mentioned anywhere in the objective, so how can teachers insure they are correctly weighing those points accurately and fairly?

I believe that acknowledgement of proper conduct is a step often missed by teachers. I remember when growing up I always thought that I was doing the wrong thing as that was all anyone ever seemed t focus on. No one ever acknowledged what I was doing right which often lead to me feeling like I was not doing anything right at all. When I made a 90% on a paper, I would always think of it 10% of that assignment that I failed and not the 90% that I succeeded on. Positive reinforcement can do wonders for student's mental health. How can we be sure to incorporate more positive reinforcement and praise into our classrooms?

I feel that this is a wonderful representation of "choosing your battles." As a teachr, you only have so much energy and focus to apply to work without becoming overly stressed. If you focus on every little thing then you may run out of energy that would be better spent elsewhere such as when grading papers and giving feedback to students. How can we know when something that is bothering us as teachers is not a battle worth fighting compared to one that is?

This seems very similar to the strategies adults would tell us to avoid or deal with bully's. In school, when anyone would talk about bullying, the adults would always say to simply ignore the behavior. I always thought this was interesting, but it usually worked. When you took away the attention the misbehavior was causing the child to receive, they lost interest in continuing to pursue the behavior and moved on. In a child who repeatedly misbehaves, how can we address them in a way to show support for whatever reason they are choosing to misbehave while not feeding into their need of attention?

I think that this is a very important point. When conducting assessments, we are acting as scientists conducting an experiment. Like any experiment, there are many different variables at play. Variables include the number of distractions in the room during instruction and during the assessment, the number of distractions in students individual lives, any learning disabilities the student may have, diagnosed or not, and any number of other factors.How can teachers go about assessing the reliability of an assessment and at what point do instructors throw out results all-together?

I love the idea behind this. Rather than assignments being for a grade, I feel as though the majority of the wprk for a class should count for a completion-type score as in the end, the student should not be punished for lack of understanding. Usually when a student does not understand something, it is not necessarily their fault. Sometimes there are underlying conditions the student is dealing with such as ADHD, depression, or autism, which can make learning hard for some students. Why should students be punished for something that is not their fault? Many may argue that it is the students fault as they simply refused to do the work or refused to put effort into the assignment, but I argue that humans, especially children, are naturally curious about the world. If they do not wish to take an opportunity to learn, then usually there is more to it than them simply not wanting to do it. On the other hand, though, many older students have other priorities than completing assignments they may feel are optional, such as a simple completion grade. Instead of trying their best on it, they may deem it worthy to turn in sub-par work instead of actually trying their best on the assignment. So how can we have an assignment that assesses students understanding of a topic without punishing students who do not understand the material? The only possible solution I can think of would be to have the assignment be for a grade that reflects the correctness of the assignment, but allow the students to revise the work until it meets their expectations. This would allow students to prioritize other work over said assignment, if necessary, but also still provide students with urgency to do their best on the assignment.

In terms of SMART goals, the M for measurable is what i believe to be the most important factor. Being able to measure progress, especially student progress, is how you can understand where they are relative to where they need to be. Assessing where they are can help the instructor know where they need to assist the student or where they need to step back if the student is already meeting the goal. Having a clear way to measure understanding is a very important part of being an education, and I think is also one of the most challenging parts of teaching, as well.

I think that this is an excellent point. While having the classroom set up for every lesson throughout the year may save a few minutes prep time before a lesson, it may ultimately waste time as students may be curious about random objects or parts of the room. These questions they form may occupy their mind and distract them from the lesson and tasks at hand.

In my Pre-II class, we ran into the issue of trying to fit all students into the classroom comfortable with very little space. I think tat the classroom we are in can really only serve a maximum of 25 students comfortably, but we have class sizes nearly ten over that, so the question became, how do we arrange the room in a way that can serve the students but also the instructor in the best way possible? We ended up rearranging the desks numerous times, but eventually found an arrangement that my CT was happy with. With rapidly growing class sizes, these issues are becoming more and more difficult to combat.

In class, Dr. Ross stated that multitasking is nearly impossible for human being s to accomplish. How can we, as educators, manage to simultaneously focus on teaching while also monitoring the rest of the room if humans are unable to multitask?

I agree that the backwards design model is a very good way of lesson planning for teachers as it allows them to always keep the end goal in mind while also focusing on building positive relationships with learning for their students.

I belive this is a very important part of creating a lesson plan as it allows the instructor to measure where their students are by assessing them and having criteria that shows if the student is understanding the subject matter.

These are very similar to the steps I take when completing an assignment. If an assignment has a prolonged explanation, such as the instructions of what a professor is looking for in a paper, I often break down the instructions into the key action words being discussed, that way I am focusing on the information I need to know and highlighting that.

I completely agree with this statement. When giving directions teachers need to be clear and what they’re saying, as well as clear in the consequences of actions of not following or following the directions. They also need to be concise with their language to not make points, convoluted or hard to understand. Providing multiple examples or ways of perspective can help students understand the meaning behind the direction or rule. Also, when presenting rules, teacher should be formal with their speech so students take them seriously and have no reason to not understand that the rule is important.

I think that this is a very important point. Being able to understand the difference between formal and informal lessons and tones, as well as posture and facial expressions is a very important skill that teachers need to have, as it is important skill for anyone to have. As teachers and educators, we are role models to our students, and we are meant to exemplify what it is to be a positive contributing member of society. in order for that we need to be able to represent both formal and informal ways of communication and when to be formal or informal communicating. For instance, if we are doing a lesson over business attire and resumes, the instructor may want to be more formal, but if the instructor is teaching about Topic, such as fun or games, the lesson may be less formal. Is important for an educator to represent both forms of communication, as it allows students to understand that there is more to life than just being formal or informal.

As educators, it is important for us to set positive examples for our students. If we don’t practice discipline and self-control on our own lives, how can we expect them to do it theirs? What are some ways that we as educators can present ourselves as better, disciplined, and respectful to our students and how do we go about helping other educators present themselves and respectful way as well?

I think that this is a very important part of establishing rules for your class. Part of establishing expectations also involves outlining clear and fair punishments or rewards students can expect to recieve when they follow or break rules. having a set consequence allows students to understand that theit actions have consequences; however, it will not work unless you actually enforce the consequences. This also includes following through with rewards. For instance, it a teacher promises the class a pizza party if everyone does well on a test, then the instructor must follow through with their promise or the students will begin to think that they as well as thier instructor are not to be held accountable for their actions. What are some other examples of possible consequences for certain actions one might encounter in a classroom?

Consistency is what most teacher I have asked say is the most important factor in establishing classroom management. Consistency and routine are important for children as it allows them to know what to expect and, as a result, be less anxious. In a time when many students face inconsistencies at home, such as going back and forth between divorced parents homes, having consistency in the classroom allows them to feel more secure as they know what to expect everyday.

Teachers have many different responsibilities throughout the day. While their goal is to educate students on specific topics, their first priority is always to keep them safe. in a classroom where the teacher is outnumbered 35 to one, this can pose a challenge as it can be difficult to balance teaching and preparing for future lessons as well as grading previous lessons all while keeping the students safe. What other responsibilities do teachers have?

Online dating and websites and apps such as Yubo expose many younger people to the dangers of the internet at a very young age. I remember in school having freinds who were on sites like tinder as young as twelve. How can we help our students understand the gravity of these situations and how can we keep them safe without them feeling like we just want to control them?

How can we as instructors emphasize the importance of these long-lasting impacts? Is there a way to explain it to all age groups? Is there a way to explain its importance at all? How can we get students to understand the gravity of the situation?

How does the amount of exposure and instruction of Digital citizenship affect cyberbullying and can instructors ever hope to end it all together?