Over the summer, I was tutoring a third grader online with math and reading. Processing each letter is very important for students who are just now learning to read. The issue that I often saw was that she would try to read fast, therefore reading the wrong word. Instead of focusing on each letter, she would see the first letter and then make up a word that sounded similar, giving the word letters that weren't really there. Trying to get her to sound out each letter helped her in reading each word correctly.

This is the mind set that teachers should have. Even an experienced teacher is still learning everyday from her students. Teachers should know that they aren't only becoming an educator to teach students, but they are also becoming students themselves.

This is mean in Spanish. I've been learning it for 6 years now and can understand spoken language and I'm able to speak it pretty well. I can also read words and understand each one, but it is difficult to comprehend the entire sentence or paragraph since my brain can only focus on so many words at one time.

I don't necessarily believe this. With equations like this, it helps for the student to know what each part means in order to memorize the equation. I honestly don't know what this equation means, so I wouldn't be able to choose the right answer. Though if someone had learned it, they would know what the exponent means and be able to choose the right answer.

This reminds me of AP classes. They provide you with information they deem important, but then when you go ahead and take the exam and you think you'll do good, you realize that half of these questions were never talked about. Another way to look at it, is that we are given certain facts to memorize, but actual tests can involve more thought than just the memorized facts.

This can be seen in how people remember letters or names based on the first letter. In one of my classes, the teacher and students played a game where the student would say a word that started with the first letter of their name. This helped the teacher remember their names while playing a fun game with them. I've also seen episodes of brain games where they would have a list of objects and you have to remember each object by keeping in mind the first letter of each word so when you saw them again, you could name the ones that were shown previously.

I feel that this statement reflects our classes in college. They may us take all these class about science and social studies so we can teach it later but here I am wondering, why does it matter that we know what causes the wind on Earth when I'm hoping to teach second grader? I feel that they want us to become experts in order to teach it, but like this statement says, I don't think becoming an expert on science is going to help me teach it any better.

Another way I think of to explain the difference between experts and novices, are that experts normally have a strong interest in a particular topic that they know very well. Novices, like Freshman in college, are just trying something out and may not continue with it long enough to become an expert unless they have a strong interest in the subject.

This is not something that I agree with since it doesn't relate to me. When I have been doing really good in a class, getting all As, and then suddenly I receive a C or even a low B, I go berserk. My grades are very important to me so this occasional fail tears me down as it truly hurts one's grade. So to say that this wouldn't have much of an effect, is very wrong in my case.

I was always one of the first people done with tasks and then I would start on homework. Of course, many teachers wouldn't allow me to do that and then I was just sitting there angry at them. Technology truly does help those who learn at different paces.

This is often used for college students, at least in my classes. I like this form of reinforcement because it encourages students to stay on top of things. Unfortunately, this probably wouldn't work well with younger students.

This is important to keep in mind as a teacher, but also makes me question to what extent should I continue such a reward? If I'm trying to correct a certain behavior and reward them, but they don't have any more problems, when do I stop rewarding them? Will they return to that previous behavior if I decide to no longer reward them?

This is the reason that I like using behavior charts. This way, the students can see their behavior from the day and are rewarded for good behavior and can still end the day on a good note.

I have had inquiries on this statement in the past while working with children. I was a camp counselor with preschoolers this past summer and have met many kids that showed bad behavior. I always wondered if it was because of their home life that made them this way. In particular, I had two five year old boy twins that were always causing problems. I was able to talk with one of them and I learned a few things from his home life that might be the reasons for his behavior. The two main ones being poverty and that his parents are divorced.