Chapter 11 talks about strategies to being an effective teacher.  It discusses the topic on whether teachers are great because of their education or because they are just that way.  Chapter 11 also gives you ideas on how to control the environment in the classroom.  

Chapter 11 talks about what it takes to be an effective teacher and the strategies that will help you to become an effective teacher. It talks about the learning time you allow your students, the different types of questions you may ask in the classroom, and the amount of wait time you are supposed to allow after you ask a question.  The chapter also hits on classroom management which I find very important. It was a really helpful chapter. This was probably my favorite one we've read this semester.

Chapter 11 talks about being and effective teacher. It also talks about whether or not a teacher is born or if a teacher is made. I honestly believe most teachers fall under each category. Some are born teachers--they say the right things, teach the right way, know how to be an effective teacher. Others are made--they have to repeatedly look at what they are supposed to do rather than just doing it. I don't think many teachers fall completely under one category. I think most teachers are a mixture of the two, which I think is good. 

Chapter 11 discusses if teachers are born or if they are made. When it comes to this it depends on the teacher, but each teacher refines their skills and progresses on them to become the best they can be, so I think they can be born but they are also shaped and molded. This chapter also presents research findings on effective instruction and how it helps with focusing on a core set of skills that can compromise good teaching.

Chapter 11 is about becoming an effective teacher. It goes over if a teacher is born or made, I thought this part was very interesting. It also talks about how you as a teacher can best tap into different student learning styles which is very useful information to have.

Chapter 10 is all about testing, standards, and schools curriculum.  It explains who has a part in what when it comes to deciding these things. Standardized tests are becoming more important in school systems.  Teaching has become more about test preparation than anything else.  I think that is wrong.  We should have some test prep but it should not be solely based on it.  

Chapter 10 is about curriculum, standards, and testing. It hits on al the different types of curriculum such as visible, invisible,  saber-tooth and extracurriculum. Chapter 10 also discusses how each person or group has an influence on curriculum. This chapter also talks a lot about the problems with standardized tests and why they aren't necessarily the best option for monitoring student progress.

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This is the link to our technology project due April 20th over our major Early Childhood Unified. We used ZooBurst to make a pop up book of what our picked career consist of. 

Chapter 10 is an important chapter because it talks about standards, tests, and curriculum. It's important because the school systems are making standardized tests more important than actually learning the information. The schools are monitored by the state tests to decide whether or not the information is being taught. I don't think the tests should be the way to measure the success.

Chapter 10 is titled curriculum, standards, and testing this chapter gives an overview of these topics and they include the positive and negatives of each. One thing that really stuck out to me was what and who shapes the curriculum. The chapter goes over how the teacher, parents and community groups, as well as students all take a big part in curriculum and some may think it is just the teacher job but it really takes everyone. 
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