You're on track to get doubled donations (and unlock a reward for the colleague who referred you). Keep up the great work!
Take credit for your charitable giving! Check out your tax receipts
To use your $50 gift card credits, find a project to fund and we'll automatically apply your credits at checkout. Find a classroom project
Skip to main content

We're a charity that makes it easy for anyone to help a classroom in need. Your gift is tax-deductible.

Your school email address was successfully verified.

Ms. Azurmendi’s Classroom Edit display name

Support her classroom with a gift that fosters learning.

  • Monthly
  • One-time

We'll charge your card today and send Ms. Azurmendi a DonorsChoose gift card she can use on her classroom projects. Starting next month, we'll charge your card and send her a DonorsChoose gift card on the 17th of every month.

Edit or cancel anytime.

cancel

Support Ms. Azurmendi's classroom with a gift that fosters learning.

  • Monthly
  • One-time

We'll charge your card today and send Ms. Azurmendi a DonorsChoose gift card she can use on her classroom projects. Starting next month, we'll charge your card and send her a DonorsChoose gift card on the 17th of every month.

Edit or cancel anytime.

Make a donation Ms. Azurmendi can use on her next classroom project.

https://www.donorschoose.org/classroom/7643342 Customize URL

I will use the monitor to divide my students into two groups. These two groups participate daily in two different google meets. Once a week, they are pulled individually into a third google meet created for assessment. These two groups alternate face-to-face lessons and independent e-learning in a two-weeks schedule. With two screens, I will monitor both groups simultaneously without missing any opportunity to assist or help the group that is working independently on e-learning. My face-to-face lessons include sharing material, the projection of material with a document camera, and collaboration through electronic documents or extension, for example, Jamboard. Students enjoy--especially this last one-- because they can manipulate cards or other material to show their understanding. Then we have the weekly assessment day. During this day, I have three simultaneous google meets. This third meet is for pulling students individually to monitor growth. During this process, I share a text with the student and use a second monitor to enter the scores into the assessment system while the student is reading. This process creates the web-based data that determines the student's response to intervention. Students feel supported and safe when they notice I am responsive to their body language --gestures, postures, and expressions that I observe. So, when they are working independently, I let them know that they are doing a great job or ask if everything is okay, so they perceive I am there for them.

About my class

I will use the monitor to divide my students into two groups. These two groups participate daily in two different google meets. Once a week, they are pulled individually into a third google meet created for assessment. These two groups alternate face-to-face lessons and independent e-learning in a two-weeks schedule. With two screens, I will monitor both groups simultaneously without missing any opportunity to assist or help the group that is working independently on e-learning. My face-to-face lessons include sharing material, the projection of material with a document camera, and collaboration through electronic documents or extension, for example, Jamboard. Students enjoy--especially this last one-- because they can manipulate cards or other material to show their understanding. Then we have the weekly assessment day. During this day, I have three simultaneous google meets. This third meet is for pulling students individually to monitor growth. During this process, I share a text with the student and use a second monitor to enter the scores into the assessment system while the student is reading. This process creates the web-based data that determines the student's response to intervention. Students feel supported and safe when they notice I am responsive to their body language --gestures, postures, and expressions that I observe. So, when they are working independently, I let them know that they are doing a great job or ask if everything is okay, so they perceive I am there for them.

Read more

About my class

Read more
Message this teacher
{"followTeacherId":7643342,"teacherId":7643342,"teacherName":"Ms. Azurmendi","teacherProfilePhotoURL":"https://cdn.donorschoose.net/images/placeholder-avatars/136/teacher-placeholder-2_136.png","teacherHasProfilePhoto":false,"vanityURL":"","teacherChallengeId":21691259,"followAbout":"Ms. Azurmendi's projects","teacherVerify":-2134887818,"teacherNameEncoded":"Ms. Azurmendi","vanityType":"teacher","teacherPageInfo":{"teacherHasClassroomPhoto":true,"teacherHasClassroomDescription":true,"teacherClassroomDescription":"","teacherProfileURL":"https://www.donorschoose.org/classroom/7643342","tafURL":"https://secure.donorschoose.org/donors/share_teacher_profile.html?teacher=7643342","stats":{"numActiveProjects":0,"numFundedProjects":2,"numSupporters":4},"classroomPhotoPendingScreening":false}}