Stabder 4 is about when planing for class use the preknowledge of the student to creat the lesson.
In the beginning of the lesson the teacher starts with introduction what they are learning today and introduce important vocabulary that is need it to be solving the math question. Second step the teacher breaks the student in to partner A and partner B and the teacher ask the student to think what a good mathematician is and before the student solving the problem the teacher ask the student disuse with their portent how can they solve the problem before they start to solving the problem. During the middle of the lesson when a student have a issue of not coming to school tomorrow the teacher solve the issue with taking the issue comely and does not blame the student for bring up random question that does not have anything to do with lesson.
The reason of why the stander is importent is because using the pre knowledge of the stident wold help on planing a better lesson for example: when you are explaning a lesson you can use what student already known for the student to refer to.
During my observation, I was able to be observed stander four many times, for example. 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction, when the teacher is working with a small group, she places students at the same or close to the same level based on reading academic and language proficiency. 4.2 Establishing and articulating goals for student learning, in the beginning of the lesson, the teacher uses the student's academic knowledge when she asks the student to think what is the definition of gravity before they learned the real definition of it, and using the answer, the teacher establishes goals for the student. 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction, 4.3 Creating and sequencing long-term and short-term instructional plans to support student learning, 4.4 Planning instruction that incorporates appropriate strategies to meet the learning needs of all students; for example, at the end of class, the teacher might have the students fill out a worksheet to test their understanding of gravity, and based on the results, the teacher might be able to develop a long-term and short-term instructional plan to support student learning. 4.1 Using knowledge of students' academic readiness, language proficiency, cultural background, and individual development to plan instruction, 4.2 Setting and communicating goals for student learning 4.4 Designing instruction that incorporates appropriate strategies to meet the learning needs of all students, 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students, when the teacher is walking around the classroom and helping the students, she does not apply the same expectation to all of the students, she sets different expectations for different students, for example. For some of the students, she expected them to fully understand the definition of gravity, but for others, she worked with them and explained to them and guided them to ensure they fully understood the true meaning of gravity. 4.5 Adapting instructional plans and curricular materials to meet the assessed learning needs of all students, when the teacher is explaining that gravity is not affected by the weight of the stuff she had the student do an experiment with one type of paper lying flat and the other type straight to help the student understand that gravity is not affected by the weight of the stuff.
Stander four for the most part is about the planning part of the teaching in a for all intents and purposes major way. It talks about using what the student actually is for all intents and purposes good at to specifically assist them in learning definitely better and plan the lesson, which definitely is for all intents and purposes essential in a classroom, demonstrating how it talks about using what the student, for the most part, is definitely good at to literally assist them in learning much better and plan the lesson, which for all intents and purposes is actually essential in a classroom, kind of contrary to popular belief. Suppose we use something the student for the most part is not particularly good at and literally teach them, which specifically is fairly significant. In that case, it might basically be caused them to essentially lose the intention of learning, which mostly makes stander two not work anymore because stander two for all intents and purposes is all about creating a very good learning environment and not opening from where the student literally is kind of good at it ruin that part entirely, demonstrating that it talks about using what the student for all intents and purposes is kind of good at to for all intents and purposes assist them in learning generally better and plan the lesson, which literally is particularly essential in a classroom, demonstrating how it talks about using what the student mostly is generally good at to actually assist them in learning for all intents and purposes better and plan the lesson, which literally is very essential in a classroom in a basically big way.