https://padlet.com/imanyew/ax8nkuabd2nswaem en-us 2021-01-12 16:44:31 UTC 2025-04-16 16:52:05 UTC hello@padlet.com imanyew https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1088167242 This semester, I would like to learn more ways to incorporate real world and fun activities into my lesson plans. In my observations, I noticed that students understand things better when it relates to them or they do not feel pressure from the activity. I want them to still make academic progress, but not learn straight from a book. Why do some teachers only teach using a book? There are so many more resources.

-Jan 14, 2021

]]> 2021-01-14 17:08:24 UTC https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1088167242 imanyew https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1088192922 When I first meet someone I am not a huge talker. After we talk and get to know each other, I can be someone's best friend after a few days. The more comfortable I am, the easier conversation is for me. There is no surprise that students feel the same way. In Mrs. Rita Pierson's TEDTalk, it was good to hear her joke with her students. Joking eases the pressure and tension learning can bring on students. Every joke and fact she stated made me even more sure that I need my focus to be on bettering my relationship with each student, not just getting them to the next grade level. 

Luckily I had amazing elementary and middle school teachers. Having relationships with them made me who I am today. I ask questions with no hesitation and feel comfortable expressing myself to any teacher. This is because they showed me this is how I am successful in a class. As I have gotten older I have not had such supportive teachers and I admit it made me not want to go to class some days or ask questions. For most days, I think of my past good teachers words of encouragement. I still talk to two of them every holiday! In my future classroom I plan to be a teacher that students feel comfortable with enough to be open to share thoughts, concerns and learn much from. 

-Jan 16, 2021]]> 2021-01-14 17:13:07 UTC https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1088192922 imanyew https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1112400191 My biggest takeaway from A. Mills blog was how open she was about the lack of relationship built with this teacher. In all my other classes we always learn about student-teacher relationships. Yes, these are important, but what about the parents. A lot of students would open up quicker if they knew their parents felt the teacher was a good person to learn from. She mentioned that not all parents can make parent-teacher conferences. Not because they don't have time or want to. Simply because they work long hours. My mom could not always make things, but my teachers that really went out their way to connect HELPED A LOT. There are other ways of communicate like GroupMe, Google Classroom and Reminder. 

Personally, I think the relationship between teachers and parents is essential. Although students are with their teachers most of their days, they still go home to their parents. At home they can be told different things, opinions, may not tell their parents things they need and/or don't have the help they need. With a relationship between teachers and parents it can prevent students from any confusion and their can be a mutual agreement to get the student's success. 

-Jan 21, 2021]]> 2021-01-21 23:19:26 UTC https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1112400191 imanyew https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1134219409 In the 'Reading Process' documents. It talked much about looking at reading as a problem to solve. I never thought to look at it like this, but it makes sense. This became my biggest takeaway. As the article continued with the idea that reading involves steps like making connections, predictions, questions, summarizes and learning new vocabulary. It kind of remind me of solving a scientific problem. In class, as we decoded words, I saw where these steps take place when reading. It was an eye opener to see how much learned behavior I have when reading. I automatically made connections and predictions with words I knew to decode the words given. It made the reading in the book make more sense too. Doing the activity in the book showed me how students could look at decoding too. Determining constants is much more tricky than vowels. No wonder in the IR it mentions ways to boost students confidence and ways of learning. I see how difficult reading can be when you are not as familiar with certain vocabulary and ways of writing. ]]> 2021-01-28 00:07:18 UTC https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1134219409 imanyew https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1166851036 This week my main focus was understanding Running Records. I remember in elementary school my teachers did them often. I never knew they were actually testing my fluency. I always saw it as a way to show off how good of a reader I was. Doing my own Running Record was completely different than taking one. In class I thought it was simple, once I did it for practice, I saw it takes time to master. I have faith in myself, but I definitely need to work on setting up better for when I have my future students preform their Running Records. I love how one tool can give me so much information on my students. Also, they do not have to feel as much pressure from a more formal fluency test.

In chapter four, I remember it introducing a '60-second read-aloud'. This is when you let your students read out loud for 60-seconds and after you record their words per minute. This can show you if your students are on the right track to meeting the standards for their grade level. The best part is all it takes is 60 SECONDS!!!]]> 2021-02-05 03:23:38 UTC https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1166851036 imanyew https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1222159137 Moving on from running records, it was a lot easier to work on comprehension and fluency. In class we discussed comprehension and ways to help our students. I liked that we were given tools to assessing comprehension. These tools whether they are charts, videos or just directions have made me think of fun ways to make comprehension easier for my class and I. 
In breakout groups, as we worked together on our case study projects. We helped each other with ideas for our slides. We have the same student, but we can still have our own way of doing things. ]]> 2021-02-20 22:44:25 UTC https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1222159137 imanyew https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1247769635 The most of my takeaway this week came from my case study. In class we talked about comprehension, but working on my slide in my case study project really bought all of the lecture together. I analyzed how Dillon's reading showed his comprehension skills with my group. To be able to use a chart and categorize what he did gave me practice. In these times, we do not have face to face contact or as much as contact at all with students, so examples are KEY. 

In breakout groups, we also discussed how we remembered our teachers analyzing/evaluating our comprehension. We talked about how they had folders to show our progress, but as we got older those folders disappeared. It made me wonder, how come when we get to high school so many "necessary" things completely stop.  ]]> 2021-02-27 07:10:15 UTC https://padlet.com/imanyew/ax8nkuabd2nswaem/wish/1247769635