I was assigned to Ocean Bay Middle School. I observed four different 7th Grade Math classes. Two classes were General Education, one was an Accelerated class, and the other was an Honors class. The school culture was positive. The students respected their teachers and the teachers respected students. The first class I observed was Mrs. Lepperts class. Mrs. Lepperts class started with going over homework and finished with a notes worksheet with examples for students to try. Mrs. Leppert effectively managed her class by allowing no talking while she was teaching and no talking while they were doing their work. If they did talk the class would receive a strike. There were a few students struggling with the assignment, so she asked students who …show more content…
Huguley’s class. In my opinion, Mrs. Huguley seem to be hesitant when students asked her to work out problems. While she did work out problems students in the back would talk, laugh, and play. I believe that if Mrs. Huguley was to separate students in the back she would be able to control her class. Lastly, I observed Mrs. Bennets’s class. During the entire class students did whatever they wanted. Although some students wanted to learn others thought it was playtime. Mrs. Bennett did not address any of those students who were playing and talking. Mrs. Bennetts class assignment was a math worksheet with note, examples, and problems students were to work out on their own. At the end of class Mrs. Bennet allowed students to work problems on the Smart Board. Overall Immersion Day was okay. I experienced both General Ed classes and Honors classes. Mrs. Leppert had the best behave class because she effective managed her classroom. The other teachers excluding Mr. Yane seem to not be able to control their classes. I wish the teachers would try and Math a little fun for students and maybe they would be more interested in the subject. If I would use anything I saw from Immersion Day it would be how Mrs. Leppert manage her classroom and how Mr. Yane used his enthusiasm to make students
A typical day in Julie Smith MC 201 class starts of with her playing music. Once her class starts it’s nothing but and excitement. She is a very loud and energetic person. She is not afraid to get all in your face as she is walking around the class teaching you for the topic of the day. She also has a lot of games she uses to keep people engaged in the topics to she is talking about. “ I love coming to Julie class because you never know what to expect from her. One day you might get class where you’re using your phone and the next day she’s handing out candy. I love coming to her class not knowing what to expect.” Said Ciara Bazile. Julie just didn’t wake up one day and say hey I’m going to be teacher like most people as she likes to put it, “ just happened by accident.” One of her old professors called her one night and asked her if she was still teaching at Webster and asked her if she wanted to teach an intro class, she immediately jumped at it. Her favorite part about teaching is “having students contact me after the semester to tell me about examples they 've seen - which shows that what we 've talked about in 201 has stayed with them. I love getting to know them and know their stories. College students are much smarter than people give them credit for.” Julie has been teaching since 1998 so she has no shame when it comes to teaching is not afraid to make a fool of her self when it comes to teaching. “I remember Julie teaching us about television and radio. She
This week I did both an interview and a small observation of my third grade host teacher's classroom. I was first able to interview my host teacher. Miss A does use many of the techniques for teaching words that were listed on my observation form. Specifically she uses crossword puzzles, dramatizing, word sorts, possible sentences and dictionaries. She also uses many techniques that are not listed on the observation sheet as well. She does a lot of repetition with her students. She has them right there words in rainbow colors, in vowels and consonants colors, in alphabetical order and many more that I didn't see. Miss a believes that " they are all useful for different students. Some students feel like crosswords are helpful and others feel like pictures are helpful" () I would completely agree with her statement in this regard. I do think it's good to have many different options for the many different students you have in your class. Miss a believed that there were a lot of benefits to wide reading. She make sure that the children are provided with a variety of texts especially her students who are ELL students. She mention specifically that it "helps build their schema for Content areas such as social studies and science and the vocabulary that goes with that."()
The first observation I made about the teacher, Ms. Hayes, was that she was very passionate about her job. I could tell this is in many ways, but mostly by the way the classroom was arranged. According to Lynch, teachers should “use every possible area of the room to create an atmosphere that encourages participation and learning” (Lynch, 2015, p.272). The student’s desks were separated and put into rows, but at certain points during the school day they were allowed to rearrange their desks and get into groups. I think this is a very efficient way to set up the desks because some students are easily distracted and other students like working in groups to learn from each other. There was a smart board in the middle of the room so every student could see it from their desks. The smart board helped the students when trying to understand multiplication. Another aspect to the classroom that I thought was very important was the reading rug. The reading rug is a good way to get the students excited each day to listen to a new story, read aloud by the teacher. I could tell Ms. Hayes put a lot of time and work into decorating the classroom to make it a fun and studious learning
Brantley’s class I would wonder why she was as tough as leather, I would always come to the assumption that, that was just her personality. Now looking back, I now understand that her tough discipline rules were to benefit her students, we knew what was of expected of us, therefore we knew Mrs. Brentley wasn’t going to accept anything less. For an example, our class period consisted of absolutely no talking while working on our assignments. If we were to talk while working, how would we be able to give Mrs. Brantley our best work?
Ebony, a university student, finds herself in two classes, each with their own unique atmosphere. Interpersonal Communication comes first and is taught by Professor Gardner, who has been teaching for 20 years. Organizational Communication is her second class, taught by Professor Morgan, who is younger than Professor Gardner. Each professor has a different style of teaching and opinion on how students learn most efficiently. Professor Gardner sets out his expectations, rules of conduct, and strict no-technology policy on the first day of class; he values structure and consistency for his students. Professor Morgan does not present rules for her class; she does not mind if students come in late or leave early, and appreciates the use of technology for the purpose of adapting the learning environment for each student. Professor Morgan values freedom and self-responsibility for her students. Ebony loves Interpersonal Communication, and notices that the students, when provided with structure, tend to thrive, communicate freely, and connect with other students right away. There is a lot of laughter involved, and most everyone knows each other’s names. In Organizational Communication, however, Ebony feels lost and out of touch with the path of the class. She finds that the spontaneity of Professor Morgan is more confusing than helpful; Ebony senses the disconnect between students, as most of them do not know each other’s names. Professor
Her classroom was very quiet and she did not have me as involved as Mrs. Turner did. I found myself in the same, repetitive rhythm where I was not as involved as I would have liked to be. Ms. Johnson had placed me in the front of the classroom observing what she was teaching and her readings to the students. Ms. Johnson enjoyed having a quiet and controlled classroom. This was challenging to me because I really enjoyed Turner’s classroom and being in that atmosphere.
I noticed that she did not encourage the students to do better; she would just tell them to re-look at their papers and fix their papers if they were wrong. If one of the students was misbehaving and distracting the rest of the class she would move their desk to an isolated corner. She did this to try and stop the student from being a distraction. Isolation helped the student and the rest of the class focus better. The teacher also used paralanguage as a way to communicate to the students to let them know that they are in trouble. Paralanguage are the sounds and intonations of language that convey meaning and emotion (Cormier & Jones, 2010, Chapter 4, Section 2). By raising her voice slightly lets the students know that she is serious. This technique of controlling the misbehaving students did not help like the isolation did. Some of the students would continue to talk and misbehave when she raised her voice to ask them to stop. Through my observation, I noticed that the isolation technique was a more helpful way to solve problems. Once the teacher saw the improvement in the behavior with the student, she would let them re-join the rest of the class. In the end, using the same helpful technique repeatedly showed her seriousness and improved the students
Unlike my last visit to the writing center, I was able to commit all of my attention this session to seeing how things unfold in most sessions without also needing to focus on my own paper. I observed a session with Meredith, who seemed to have a different approach as a grad student than the undergrad tutors I had interacted with before. Another new element of the session was the client herself; from the panel we had in class, I had come to believe that repeat clients were rare, but the tutor knew the client and the client’s work well from past sessions. In fact, the client did not come in that day to get help on a specific assignment, but had seen that Meredith had an opening during the week and chose to book it for any general help that might come up. The client seemed to be both comfortable with and grateful for the opportunity to work with a tutor who had been seeing her through an entire admittance process.
This report will contain the observations and discoveries I made during the four hours I spent observing Mr. Hall’s 12th grade class, Mrs. McBride’s 9th grade class, and Mrs. Casper’s 11th and 12th grade classes of Corrigan-Camden High School. It should cover classroom management, teaching style, classroom organization, interventions, and any other notable findings. I will start off by describing what happened during my observation and then conclude with reflections about my time spent in the class.
I chose naturalist as the primary multiple intelligence type for this student because of his ability to recognize and classify natural environment. He relates his learning to the outside world using what he has learned in his time as a member of The Boy Scouts of America. He comes to class eager to share with classmates, his knowledge and love for the environment, nature and animals. When we take walks on the nature trails by our school, he is the first to share items he discovers using an approach that classmates understand. He uses a hands-on approach for learning and prefers the outdoors over the classroom.
She had a drawer on her desk for substitutes. Posters with things like the scientific method, main idea, clocks, schedules, alphabet with words that start with each letter, and the current spelling words were all on the walls. The teacher would have the students “take pictures” of things on the board to remember for test. For oral discussions students would clap when other students got the correct answer. For reading there were three groups going at a time. The group at the table with the teacher, a group listening and following along, and a group reading to each other while timing the reading to improve speed. When the other class of students came in she continued the work because her class and the other class follow the same lessons. The students from the other class were very respectful toward her and her to them.
Mrs. Cirrincione has a structured morning routine. After welcoming the students, she takes attendance while the students read, sharpen pencils, and exchange books. ELA is first. While students are working silently on spelling, Mrs. Cirrincione walks around the room connecting with each student. Overall throughout the day, I noticed Mrs. Cirrincione was very engaged, never sitting at her desk unless she was conferring with a student one-on-one. Dr. Cornell, the
In her class, there was a time where I was there when a student was saying that another student was cheating because he kept looking at his work. Ms. Gaines was trying to ignore him, but then she went closely to him, and separated the students. But she let him know if she disrupted her class again that there would be no recess for him.
There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.
Additionally, I visited two different classrooms this week. On Monday, I went to a first grade classroom. I was absolutely amazed. The teacher utilizes whole group versus small group for most of the day. I also enjoyed the exploration the students partook in for science. The teacher laid out materials for the students to explore. The students went around in small groups and made observations. I found the class exciting and student-lead. I took