Elementary Teacher Essay

The name of the t each(prenominal)er hearinged is Lucila beating-reed instrument. She has been teaching Mathematics in the grade school level for over 5 years at the local public school system. She teaches to culturally diverse classes where many learners institutionalise birth English unless as a second language. The teacher has responded extensively to each of the four developmental subject fields. According to her responses, the most emphasized domain in her class is the cognitive/intellectual domain. She described Mathematics as a content-extensive subject wherein a majority of the input has to come from the teacher.She claimed that this was sort of different from other subjects such as English or complaisant Studies, where the students can be left to figure out certain lessons on their own. However, she did say that the subject was to a fault all about equipping students to be able to answer questions on their own. Hence, she believes in a standard look that involves thorough and clear explanation of the learning content followed by enriching activities that would publicise the retention of the content.On the physical level, she explained that she constructs easy-to-play games around the lesson she is teaching to get students who spread out on action to realize that math is fun too. She claimed that these activities cod been thriving in getting such students to participate. Also, such activities help learners who only have English as a second language by natural endowment them opportunities outside of the standard pencil and paper to understand and apply the lessons explained.She sight that ESL learners atomic number 18 able to make employ of the activities as interpreters that fill in the blanks left by their inefficiencies in English comprehension. Lucila expressed her deep restore for such learners and decl atomic number 18d that they should non have to learn English along with Mathematics in a Math class. Hence, she provides mea sures so that the lesson would be as comprehensible as possible for all her students. She also periodically allows students to snuff it in pairs or small groups.She reflected that she believed students sometimes growed better when they have peers public lecture to them about the lesson. She concluded that learning is more fun when you can sell it. Her technique is to pair students performing poorly with those performing well to work on a couple of problems. To ensure that both of them would be working, each student would have to explain one problem that he or she had solved and the pairs grade would depend on their corporal performance.Hence, those who atomic number 18 performing well cannot simply answer both questions for those who are performing poorly and end up explaining the answers so that their partners would understand better. Lucila expounded on how important she believes the emotional domain is to the development of her students. According to her, teachers should n ot only facilitate content learning but also emotional learning. She mentioned rise to be one of the teachers greatest tools towards helping their students attain emotional development.She further explained that by encouraging students who make mistakes to try again, the goal of such students are built up. This building up of determination makes students flatten more time in answering more difficult problems and give them better satisfaction once they have found the correct solutions. everyplace time, she claimed that students who are adequately motivated would not be easily frighten away by making a mistake but would rather use what he or she has learned from the mistake to find the correct answer.Although the interview conducted did not include any questions regarding the subjects academic play down involving the developmental theory, it seems from her responses that she is very well versed with it. Her classroom method focuses on cognitive development because that is the nature of her subject. However at the same time, she does not fail in including the other domains of development and makes sure that her students develop holistically with appraise to the subject matter.She places appropriate emphasis on other domains such as physical, emotional, and social. Although such domains are not explicitly integrated in the content, they are instead assimilated in the way that she delivers instruction and in her methods of reinforcing learning. She provides diverse activities to accommodate students different needs based on their individual differences and then provides nominate to students who require more attention to make certain that they are also able to keep up.These are explicit examples of the teacher conducting activities that address the different developmental domains. In can be expected that Lucilas students are able to absorb and retain lessons effectively because of the support activities and systems provided. Clearly, the interview has rev ealed that Lucila Reed is an effective teacher who is aware of the different developmental domains and makes use of such awareness adequately in her classes.