My second graders come into the classroom eager to learn. Being in a high-poverty school district they may not have the opportunities given to them that their peers in other districts have. These students deserve a welcoming classroom.
Some students see school as their only safe place.
They come to me needing hugs and a positive adult influence. Not only do we have a high poverty level but many of these students are in foster care or living with extended family due to unfortunate circumstances.
My Project
My students work hard for me and they try, at this early age, to break whatever cycle their family situation is. They understand the need for education, perseverance, and diligence. I have an average during the school year of 20 students and at times the classroom is loud making it difficult for students to hear me instruct. The noise can come from classmates, classes next door, or various outside activities happening by our window
With the help of a classroom audio amplification system, the students will be able to hear me better and I will not have to “use my teacher voice” as often.
This is a stand-alone system so I am able to move it where I’m teaching yet it fills the room with my voice. There is no hand-held mic, as the mic is on a lanyard around my neck, so my hands are empty to be able to help students at any moment. It gives a clear sound with no feedback or squealing, just beautiful sound to help my students understand more. Even students without hearing disabilities will benefit from having an amplification system as it makes my voice clearer and a little louder.
The FrontRow system not only will amplify my voice but it also does sound and video capture so if a student is absent, if a student needs help with the lesson while at home, or if I want to flip my classroom it is all recorded for me just by saying “start recording”. Being able to help my students at home is a huge asset. They will be able to watch the video, listen to me teach, and work on their homework all with “me” walking them through it.
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