Why Jessica Should Go Into Building An Independent...

Reading Time Struggles I think that Jessica should go back to the basics of building an independent classroom and students before splitting them into groups with any other adult leading them. Because there are other volunteers in the classroom the students are unable to actually be independent and do independent work, which is important for students to be able to do. After she builds this independent behavior for her class, having volunteers might be a bit easier and helpful in other ways. If the need for the volunteers is necessary looking to the pyramid would be helpful for Jessica and the volunteers (Linsin, 2013). Jessica needs to encourage a relationship between the students and the volunteers, along with her self. She can do this by setting aside a get to know you time where the students can meet the volunteers and get to know them, and vice versa for the students. I think it would be important for the volunteers to be involved in center time as well. This will give them a chan ce to interact with all students but on a more personal level, as they can filter through each center and meet with smaller groups of students. If groups are formed and there are still instances of a certain student acting out, I would switch their group so that student could work with a different volunteer or with the teacher. That student may just not like the way the group is being run. I would also go over with students what respect is and how we should respect one another and other adultsShow MoreRelatedManaging Information Technology (7th Edition)239873 Words   |  960 PagesIntelligence Journey CASE STUDY II-4 Mining Data to Increase State Tax Revenues in California CASE STUDY II-5 The Cliptomaniaâ„ ¢ Web Store: An E-Tailing Start-up Survival Story CASE STUDY II-6 Rock Island Chocolate Company, Inc.: Building a Social Networking Strategy CASE STUDY III-1 Managing a Systems Development Project at Consumer and Industrial Products, Inc. CASE STUDY III-2 A Make-or-Buy Decision at Baxter Manufacturing Company CASE STUDY III-3 ERP PurchaseRead MoreProject Managment Case Studies214937 Words   |  860 Pagesauthorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on the Web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, e-mail: permcoordinator@wiley.com. Limit of LiabilityDisclaimer of Warranty: While the publisher and author

Philippine Basic Education Curriculum free essay sample

A curriculum defines what the learner will learn and can possibly guide when the learner learns the information from the lesson. Why do we have a National Curriculum? In the Philippines, we have a national curriculum implemented nationwide in all public elementary and secondary schools. It is called the Basic Education Curriculum (BEC). The private schools have the option to enrich or modify the BEC as circumstances in their schools dictate. Why is it important that our country follow a national curriculum? Some of our students are very mobile. Sometimes in the course of the school year ,they change residence and transfer to another school. Furthermore, the DepEd uses the national curriculum as the standard for assessing your performance and the performance of your pupils. There must be only one standard for all. History of Restructured Curriculum As we all may know, there were other education acts before the 1980’s that influenced earlier national curricula. We will write a custom essay sample on Philippine Basic Education Curriculum or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The National Elementary School Curriculum (NESC) implemented from 1984 to 2002 and the New Secondary Education Curriculum (NSEC) implemented from 1991 to 2002. This serves as background information for the superior understanding of the present Basic Education Curriculum (BEC). Department of Education Culture and Sports (DECS) had conducted surveys and experimental programs which helped them revealed the deficiencies of the previous curricula implemented by the Department. In 1970’s, The Presidential Commission Study Philippine Education (PCSPE), Survey of the Outcomes of Elementary Education (SOUTELE), and the Experimental Elementary Education program (EEEP) discovered that our elementary students performed poorly especially in the 3R’s. Their studies went deeper and revealed the deficiencies in the curricula themselves. One of the findings revealed that the elementary school curriculum was overloaded starting from Grade One. The National Elementary School Curriculum (NESC) The 1983 National Elementary School Curriculum was deemed the answer to the problems revealed by the previously mentioned surveys. First, a comprehensive plan known as the Program for Comprehensive Elementary Education (PROCEED) was prepared. From this big program was derived the sector program known as the Program for Decentralized Educational Development (PRODED). With assistance from the World Bank, PRODED encompassed several reform measures to improve elementary education. In the implementation of the NESC, mastery learning was emphasized. The students were expected to acquire the required competencies with at least 75% mastery. In other words, a child must be able to answer at least seven (7) out of ten questions in a formative test. The New Secondary Education Curriculum (NSEC) When the first batch of students who went through the NESC graduated, the Bureau of Secondary Education (BSE) implemented the NSEC in the schools. Of course, like the NESC, it had to undergo field try-outs and on the basis of the results, was revised and finalized.