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Mr. Parham’s Classroom Edit display name

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I work at a Title I school, which means that over 65 percent of my students are low-income and “at-risk” of failing their classes. I also teach a math class for non-native English speakers who are new to the United State. Research shows a teacher's facial expressions and gestures have a significant impact on a student's ability to acquire language and retain knowledge. Students can see a teacher's eyes, gestures, and body language, as well as the mathematical procedures and formulas he writes and demonstrates while teaching the appropriate math standards, thanks to the use of a lightboard. Furthermore, the student’s ability to visualize concepts and messages in real-time while maintaining eye contact with the teacher develops intimacy and makes math lessons more engaging and personable. All of this encourages students to grow academically, promotes collaboration, and closes the learning gap. Additionally, a lightboard studio will assist in the construction of aligned curriculum that will be used by the math team as the state standards are taught. Moreover, the pandemic has caused a knowledge gap significantly higher than the "normal summer slip." Teachers can use learning lightboards to record live, differentiated classes and activities that students can review at any time. Monitoring usage and student feedback of these recorded lessons will allow continuous improvement of the educational curriculum. Education aims at digital justice in the learning environment of the 21st century. For low-income students, digital equity is essential for civic and cultural engagement, employment, and lifelong learning. Students will benefit from this technology as they learn the skills they need to fully participate in our technology-based environment. It will also give students a better “line of sight” no matter whether they are sitting in the classroom or participating online they will have a clear view of the lesson being taught.

About my class

I work at a Title I school, which means that over 65 percent of my students are low-income and “at-risk” of failing their classes. I also teach a math class for non-native English speakers who are new to the United State. Research shows a teacher's facial expressions and gestures have a significant impact on a student's ability to acquire language and retain knowledge. Students can see a teacher's eyes, gestures, and body language, as well as the mathematical procedures and formulas he writes and demonstrates while teaching the appropriate math standards, thanks to the use of a lightboard. Furthermore, the student’s ability to visualize concepts and messages in real-time while maintaining eye contact with the teacher develops intimacy and makes math lessons more engaging and personable. All of this encourages students to grow academically, promotes collaboration, and closes the learning gap. Additionally, a lightboard studio will assist in the construction of aligned curriculum that will be used by the math team as the state standards are taught. Moreover, the pandemic has caused a knowledge gap significantly higher than the "normal summer slip." Teachers can use learning lightboards to record live, differentiated classes and activities that students can review at any time. Monitoring usage and student feedback of these recorded lessons will allow continuous improvement of the educational curriculum. Education aims at digital justice in the learning environment of the 21st century. For low-income students, digital equity is essential for civic and cultural engagement, employment, and lifelong learning. Students will benefit from this technology as they learn the skills they need to fully participate in our technology-based environment. It will also give students a better “line of sight” no matter whether they are sitting in the classroom or participating online they will have a clear view of the lesson being taught.

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