My students need dry erase markers and pockets to allow all students to respond during instruction.
Margaret Mead said, "Children must be taught how to think, not what to think." In our classroom our students strive to become the thinkers through collaborative work and celebrating individual response.
My classroom of thirty-five 5th graders represent over 10 different cultures and a wide range of learning abilities.
They are energetic student who are eager to learn. Our school is a Title I school classified as being 100% economically disadvantaged. We have programs in place to meet the diverse needs including a English Language Learners program that serves 2/3 of our students, a gifted program, and focused reading interventions. A large number of our children are living in transition or are homeless. Our school rises to meet the challenges our students face and has recently achieved a four-star rating, five being the highest rating in our state.
By using dry erase materials, students have the chance to strengthen their understanding through instant response and feedback opportunities in all subject areas. By providing them with an opportunity to respond immediately, engagement increases and educational time becomes more efficient. This type of response holds all students accountable and encourages them to be responsible in their own learning, rather than just "keeping them busy".
As a teacher in a Title-I school, it is difficult to meet the ever changing needs of my students due to lack of funding.
By using dry erase materials, students become empowered in their own learning, engagement increases, and we become more financially efficient by eliminating costly photocopies.
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