What Kind Of Student I Am - 875 Words

I have an idea about what kind of student I am. Over the years, I have realized that when I’m not interested or I feel like I’m not learning/understanding the material, I unconsciously withdraw. I’m already not a studier so paying attention 100 percent is crucial to my grade. I am very hardworking and can apply myself to fullest, the problem is I need to learn to apply myself even more when I’m in need of help, instead of retracting. Unfortunately, sometimes I am also a procrastinator, but it depends on what and how much the work it is. I can say that I am a very organized student/person. I color code my notes, make lists, and even set up timers to split my time accordingly. I am very interested to take some assessments to learn more about myself, and possibly make some changes. The first assessment I took was the Study Skills Assessment. For Time Management I got a 14 out of 32. I was a little surprised because I do think I manage my time well. Although I do get distracted easily with technology and I don’t prioritize very efficiently, which makes sense on why I would score low. For Concentration/Memory I scored a 20 out of 32, which I think is accurate. I got a fair score, but it could be better. In the Note-Taking section I got a 27 out of 32. I wasn’t shocked at all, I usually like taking notes and I’ve realized which strategies work for me and which don’t. For Test Strategies I received a 23 out of 32. I was a little taken aback, I thought I would’ve scored lower.Show MoreRelatedThe Rainbow Fish : Character Traits1315 Words   |  6 Pages1. Introduction (Students will sit on the carpet.) Hello, everyone! Today we are going to read a book, called The Rainbow Fish, and do a really fun activity over character traits! Does anyone know what a character is? How about traits? So what do you think character traits are? (I am going to get out my anchor chart and refer to it.) In my own words, character traits are descriptive words or phrases that help us understand a character. Looking at what the character says, looks like, feels, andRead MoreMy Reflection On My Philosophy1085 Words   |  5 Pagesnow, it will not matter what kind of car I drove, what kind of house I lived in, or how much money I had in the bank†¦ but the world may be a better place because I made a difference in the life of a child.† This quote by Forest Witcraft truly encompasses the reason I want to teach. I hope to have an impact on my future students, and this part of my teaching philosophy can be tied into my practicum experience. As a volunteer in a kindergarten classroom at St. John Elementary I have had the opportunityRead MoreBasketball Is Not My Best Sport935 Words   |  4 Pagesalways played sports. I played soccer, basketball, baseball, football, lacrosse, and golf. I played all of these sports with frie nds, or on a travel program. 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I grew up always loving my English classes. It was simple to me. I understood where a comma went, how use a metaphor correctly, and enjoyed writing papers. English became my safe haven, but it wasnt until I had my English teacher in high school that I realized that I wanted to teach it. My English teacher was truly one of a kind. She went above and beyond the expectations that the school set out for her to accomplish. She genuinely cared about her students and made sureRead MoreIncident That Caused The Pressure1278 Words   |  6 Pagesin the time of Last week of Nove mber and first week of December, I have lots of work to do. I have two projects and have a quiz to complete that week. Basically, being a fresher (I mean after undergrad directly to graduation – without any work experience) I am not able to handle the pressure. Mainly the pressure is created due to the assignments, quizzes, surprise tests and finally the big thing (projects). I had never written any kind of assignments and never gone through any quizzes in my entireRead MoreCreating Engaging Literacy Lesson Plan1390 Words   |  6 Pagescombination of effective instruction and material interesting to students. Knowing your students is essential in the planning and implementing of any lesson to ensure it reaches all students .Reading Comprehension: What Every Teacher Needs to Know, states† Influential teachers are highly valued participants in the reading process. They know the importance of every student comprehending successfully.†(McLaughlin,2012 p. 433). Ensur ing all students have the opportunity to learn and comprehend the informationRead MoreStudent Affairs Administration Master s Program : Supplemental Prompts1273 Words   |  6 PagesStudent Affairs Administration Master’s Program: Supplemental Prompts State three (3) things you hope to gain from the program (max 500 words or 3 minutes.) First and foremost, I hope to gain new experiences though my graduate work. It is my belief that to be truly effective as a leader and an educator, it is paramount that I broaden my perspectives as much as I can through meeting a variety of people and experiencing new environments. It is my hope that the next couple years will provide me withRead MoreHistory Of Columbia Public School System Essay1363 Words   |  6 PagesStatement of Purpose I was born in a city with one of the nation’s worst public school systems. The District of Columbia Public School district has been under an education reform for the past decade and there has been a lot of work to bring justice to the students there. That is where I started – and from there I still found myself enrolled in low performing schools without a solid budget or plan. Regardless of the status of my school and the budget it’s district has created, I was able to graduateRead MoreStudents With Autism Spectrum Disorder : The Diject Design Study889 Words   |  4 PagesSpooner, and Browder (2012) carried out a single subject design study on 3 elementary-aged students with Autism Spectrum Disorder (ASD) to investigate ways to teach science content to students with learning disabilities versus just teaching vocabulary. Since inquiry-based instruction is growing, especially in science classrooms, the authors are demonstrating steps to build the basic content kn owledge of students with learning disabilities to better prepare them for inquiry-based classrooms and combine