Self-Study on the Teaching Experience in the Qualification Training of Elementary First Grade Regular Teacher

2020 ◽  
Vol 26 (3) ◽  
pp. 59-74
Author(s):  
Moon-Soo Ko ◽  
Keyword(s):  
Teaching Experience ◽  
First Grade ◽  
Self Study ◽  
Regular Teacher

Perfil dos Professores de Ensino Fundamental sobre Dificuldade Visual/ Profile of Elementary School Teachers about Visual Impairment.

1970 ◽  
Vol 3 (2) ◽  
pp. 25-33
Author(s):  
Mariana Garcia Lopes Arena ◽  
Priscila Silva De Araújo ◽  
Thaíssa Santos de Carvalho Ottoboni ◽  
Clarissa Santos de Carvalho Ribeiro
Keyword(s):  
Visual Impairment ◽  
Elementary School Teachers ◽  
School Health ◽  
Teaching Experience ◽  
Signs And Symptoms ◽  
First Grade ◽  
Public School Teachers ◽  
School Teachers ◽  
Eye Health ◽  
The City

Objetivos: Verificar os conhecimentos e ações desenvolvidas por professores que atuam com alunos do ensino fundamental em relação aos sinais e sintomas indicativos de dificuldades visuais, analisando suas condutas diante do problema. Materiais e métodos: Realizou-se levantamento entre professores da primeira série do ensino fundamental de escolas públicas, estaduais e municipais, do município de Itajubá - MG, no ano letivo de 2013. Foi utilizado questionário autoaplicável como instrumento de coleta de dados. Resultados e discussão: Todos os 21 professores de escolas públicas responderam o questionário. A média de idade foi de 40,9 anos e a média de magistério, de 20,3 anos. Quanto à formação profissional, a maioria não apresenta capacitação na área (90,5%). Em relação aos sinais e sintomas de dificuldade visual, os mais indicados foram dificuldade para ler na lousa (100%), dor de cabeça (95,2%), franzir a testa (90,5%) e aproximação exagerada de objetos e livros (90,5%). Dentre os professores, 80,9% indicaram ter tido algum aluno com dificuldade visual no último ano, enquanto 19,1% não suspeitaram. Entre os professores que indicaram ter algum aluno com dificuldade visual, 88,2% tiveram como conduta orientar os pais, 70,6% orientou procurar um oftalmologista, 58,8% orientaram a direção e somente 23,5%, orientaram o aluno. Conclusão: Apesar dos professores apresentarem algum conhecimento sobre a saúde ocular, estes ainda são insuficientes e suas ações são incompletas.  Palavras-chave: Promoção de saúde; acuidade visual; saúde escolar.    ABSTRACT Objectives: The study aims to determine the knowledge and actions developed by teachers working with elementary students for signs and symptoms which may show visual difficulties, analyzing the behaviors of teachers on the issue. Methods: We conducted a survey among first grade teachers of public state and city schools, in the city of Itajubá - MG, in the year of 2013. Self-administered questionnaire was used as an instrument for data collection. Results and discussion: All the 21 public school teachers answered the questionnaire. The average age of teachers was 40.9, whereas the average was teaching experience was 20.3 years. As for training the majority has no training in the area (90.5%). Regarding the signs and symptoms of visual impairment, the nominees were: more difficulty reading the blackboard (100%), headache (95.2%), frown (90.5%) and too close to objects and books (90.5%). Among the teachers 80.9% of them indicated that they had some students with visual impairment last year, while 19.1% did not suspect. The conduct showed that among teachers who reported having a student with visual impairment, 88.2% oriented parents, 70.6% seek guidance ophthalmologist, 58.8% oriented direction and only 23.5% have guided the student. Conclusion: Although teachers present some knowledge about eye health, it is still insufficient and their actions are incomplete.  Keywords: Promoting health, visual accuracy, school health.

Becoming an Adult Member in a Community of Learners

2001 ◽  
Author(s):  
Eugene Matusov
Keyword(s):  
Classroom Interaction ◽  
Teaching Experience ◽  
First Grade ◽  
Second Grade ◽  
Paper Strip ◽  
Strip Line ◽  
Classroom Structure ◽  
School Year ◽  
Design Activities ◽  
Addition And Subtraction

I thought it would be relatively easy for me, with my six-year background of high school teaching and tutoring of math and physics, to co-op in the OC classroom with my first-grade son. I was both right and wrong. Indeed, my teaching experience and professional knowledge as a graduate student in child psychology helped me design activities suitable for first- and second-grade children. However, in terms of philosophy of teaching and organization of learning activities, my experience with traditional schooling was more harmful than helpful. My previous experience prepared me for delivering a lesson to a whole class or an individual. I was used to controlling children’s talk, which was supposed to be addressed only to me, and my students had learned early on in their schooling that they could talk legitimately only to the teacher and only when it was allowed by the teacher. The teacher was supposed to be the director, conductor, and main participant in classroom interaction. In the OC, I was shocked to discover that this traditional format of instruction was actively discouraged by teachers, co-opers, and children. This kind of teaching was not supported by the children in their interactions or by the classroom structure, with its small-group organization, children’s choice of groups, and nonsimultaneous rotation of the children from group to group. However, I did not know how to teach any other way. At the beginning of the school year I planned an activity that I called Magic Computer. It was designed to teach the reversibility of addition and subtraction as well as reading and computational skills, and it had worked beautifully with first- and second-graders in the past. The activity involved moving a paper strip that carried “computer commands” (“Think of a number. Add five to it. Take two away from it,” and so on) through an envelope with a window, to see one command at a time. The commands were designed so that addition and subtraction compensated for each other; therefore, the last message was “You have got your initial number!” The children’s job was to discover addition and subtraction combinations that cancel each other out and write them down on the paper strip, line by line.

scholarly journals Learning the Song Lyrics Through the Movement in Music Teaching for the Pupils aged 6-7

2015 ◽  
Vol 1 ◽  
pp. 457
Author(s):  
Iveta Kepule
Keyword(s):  
Scientific Literature ◽  
Teaching Experience ◽  
First Grade ◽  
Practical Experience ◽  
Social Processes ◽  
Reading Literacy ◽  
Music Teaching ◽  
Poor Reading ◽  
Good Reading ◽  
Song Lyrics

Good reading literacy is one of the basic social and economic requirements for the society of the 21st century. Not all pupils have sufficient reading literacy starting the first grade. Poor reading literacy does not allow the pupils to synthesize melody with the lyrics successfully ; pupils concentrate on reading the lyrics but not on the reproduction of sound and melody in specific rhythm and pitch. The aim of the research is to develop specific methodological techniques for learning the song lyrics through the movement, in order to improve the singing skills of the pupils during the integrated process of music teaching, taking into consideration the modern social processes. The methods of the research: the article reflected the analysis of scientific literature, the opinions are based on the use of the author teaching experience. The article provides a standpoint and practical experience for learning the song lyrics in combination with movements, gestures and mimics.

scholarly journals Oriental Approach: An Enquiry of S L Bhyrappa’s Scion

2019 ◽  
Author(s):  
Sangita Patil ◽  
Sangita Patil
Keyword(s):  
Short Story ◽  
Teaching Experience ◽  
Doctoral Degree ◽  
First Grade ◽  
Assistant Professor ◽  
Research Articles ◽  
Years Of Teaching Experience ◽  
Story Writer ◽  
Published Research

<p>Dr. Sangita Patil, an Assistant Professor, is working in LBS Govt. First Grade College, University of Bangalore, Karnataka. She has more than fifteen years of teaching experience at UG level. She is pursued Doctoral Degree from Tumkur University. She is a short story writer. She has published research articles in the refereed journals. She has presented papers at national and International Seminars/Conferences. She is short story writer. </p>

scholarly journals Oriental Approach: An Enquiry of S L Bhyrappa’s Scion

2019 ◽  
Author(s):  
Sangita Patil ◽  
Sangita Patil
Keyword(s):  
Short Story ◽  
Teaching Experience ◽  
Doctoral Degree ◽  
First Grade ◽  
Assistant Professor ◽  
Research Articles ◽  
Years Of Teaching Experience ◽  
Story Writer ◽  
Published Research

<p>Dr. Sangita Patil, an Assistant Professor, is working in LBS Govt. First Grade College, University of Bangalore, Karnataka. She has more than fifteen years of teaching experience at UG level. She is pursued Doctoral Degree from Tumkur University. She is a short story writer. She has published research articles in the refereed journals. She has presented papers at national and International Seminars/Conferences. She is short story writer. </p>

Talk About a Racial Eclipse

2017 ◽  
Vol 20 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Jada Phelps Moultrie ◽  
Paula A. Magee ◽  
Samantha M. Paredes Scribner
Keyword(s):  
Critical Race Theory ◽  
Student Teaching ◽  
White Male ◽  
Male Student ◽  
Teaching Experience ◽  
First Grade ◽  
Early Career ◽  
Structural Level ◽  
District Administrators ◽  
The Individual

During a student teaching experience, teacher education candidates affiliated with an urban School of Education school–university partnership witnessed a disturbing interaction between an early career White male teacher and a first-grade Black male student at an assigned elementary school. The subsequent interactions among the teacher, principal, district administrators, and university partners illumine the racial implications at varying levels from the individual to the structural level. The ways in which race is centered, yet is evaded by school actors, raises important considerations for leadership. Authors suggest combining critical race theory with organizational narratives to explore the dilemmas at various structural levels, but in particular for the principal and district-level administrators.

Classical and Discrete Functional Analysis with Measure Theory

2022 ◽  
Author(s):  
Martin Buntinas
Keyword(s):  
Functional Analysis ◽  
Quantum Physics ◽  
Measure Theory ◽  
Teaching Experience ◽  
First Year ◽  
Infinite Dimensional ◽  
Pure Mathematics ◽  
Self Study ◽  
Background Material ◽  
One Year

Functional analysis deals with infinite-dimensional spaces. Its results are among the greatest achievements of modern mathematics and it has wide-reaching applications to probability theory, statistics, economics, classical and quantum physics, chemistry, engineering, and pure mathematics. This book deals with measure theory and discrete aspects of functional analysis, including Fourier series, sequence spaces, matrix maps, and summability. Based on the author's extensive teaching experience, the text is accessible to advanced undergraduate and first-year graduate students. It can be used as a basis for a one-term course or for a one-year sequence, and is suitable for self-study for readers with an undergraduate-level understanding of real analysis and linear algebra. More than 750 exercises are included to help the reader test their understanding. Key background material is summarized in the Preliminaries.

Self-study of Practice as a Framework to Promote Growth in the Student Teaching Experience

2013 ◽  
Vol 9 (2) ◽  
pp. 187-200 ◽  
Author(s):  
Andrew L. Hostetler ◽  
Todd S. Hawley ◽  
Alicia R. Crowe ◽  
Erin Smith ◽  
Amanda Janosko ◽  
...  
Keyword(s):  
Student Teaching ◽  
Teaching Experience ◽  
Self Study
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