To understand how to best reach our students it is important to understand the community they come from, as well as, the qualities of the school itself. It is also helpful as a future teacher to observe other teachers lessons to see how they engage with their students, and apply that when you teach. In this paper I am going to go over statistical information from both Hanford as a town and Hanford High School, as well as, an observation of a history teacher at Hanford High School.
INFORMATION ABOUT THE HANFORD/ DESCRIPTION OF THE SCHOOL
Hanford is a rural community that is very diverse in its cultural background similar to the rest of California, but has a lower number of educational degrees then on average in California. Hanford has a population …show more content…
The lesson I observed was a lesson on the debate of whether it was right or wrong for the U.S. to drop the Atomic bomb on Hiroshima and Nagasaki. In the lesson Mr. Wilson divided the class in half, and told them that each half needed to take the notes they had on the dropping of the atomic bomb, as well as, the hand out they had, to make the best arguments for and against dropping the atomic bomb. He then wanted all of them to pick three of their fellow students on their sides of the class to debate their groups’ best point on front of the class. Mr. Wilson mimicked the kind of debate they were expected to do, and told them that he would flip a coin to decide who would go first. Mr. Wilson also informs the class that as their six classmates debated they should add any arguments that are bought up in the debate they don’t have in their …show more content…
Wilson express all the different types of TPEs. First by letting students debate and watch the student debate on dropping the Atomic bomb at the end of World War II, it makes the issue more comprehensible for students TPE 1. This assignment also gives Mr. Wilson a chance to assess his students learning TPE 2&3, by looking at what points his students bring up in the debate. This shows what they learned in their previous lectures and learned from the hand out. As I observed the students in the class they seemed to be very engaged, quickly working together to make their points onto notes to take up and figuring out who should go up to debate. Also they were all engaged in watching the debate. Not only were they engaged, but he walked around the classroom to see if they had any questions before the debate began TPE 4, 5, 6 &7. The debate itself was a learning experience, both in preparation and actually participation covering TPE 8&9. Finally, Mr. Wilson made sure that students know that debate was about making logical points not attacking people personally. He also made sure that as he walked around the class, they were still following the class rules. This shows that he had followed TPE 10&11.This lesson covered every one of the
INFORMATION ABOUT THE HANFORD/ DESCRIPTION OF THE SCHOOL
Hanford is a rural community that is very diverse in its cultural background similar to the rest of California, but has a lower number of educational degrees then on average in California. Hanford has a population …show more content…
The lesson I observed was a lesson on the debate of whether it was right or wrong for the U.S. to drop the Atomic bomb on Hiroshima and Nagasaki. In the lesson Mr. Wilson divided the class in half, and told them that each half needed to take the notes they had on the dropping of the atomic bomb, as well as, the hand out they had, to make the best arguments for and against dropping the atomic bomb. He then wanted all of them to pick three of their fellow students on their sides of the class to debate their groups’ best point on front of the class. Mr. Wilson mimicked the kind of debate they were expected to do, and told them that he would flip a coin to decide who would go first. Mr. Wilson also informs the class that as their six classmates debated they should add any arguments that are bought up in the debate they don’t have in their …show more content…
Wilson express all the different types of TPEs. First by letting students debate and watch the student debate on dropping the Atomic bomb at the end of World War II, it makes the issue more comprehensible for students TPE 1. This assignment also gives Mr. Wilson a chance to assess his students learning TPE 2&3, by looking at what points his students bring up in the debate. This shows what they learned in their previous lectures and learned from the hand out. As I observed the students in the class they seemed to be very engaged, quickly working together to make their points onto notes to take up and figuring out who should go up to debate. Also they were all engaged in watching the debate. Not only were they engaged, but he walked around the classroom to see if they had any questions before the debate began TPE 4, 5, 6 &7. The debate itself was a learning experience, both in preparation and actually participation covering TPE 8&9. Finally, Mr. Wilson made sure that students know that debate was about making logical points not attacking people personally. He also made sure that as he walked around the class, they were still following the class rules. This shows that he had followed TPE 10&11.This lesson covered every one of the