Classroom Artifact Analysis

FEAP 1 is addressed in the lesson through the state-adopted standards, prior knowledge, formative assessments as a form of monitoring, and collaboration with my cooperating teacher. FEAP 2 is addressed through a student-centered environment that is safe, organized, flexible, inclusive, and collaborative. FEAP 3 is addressed through the delivering of an engaging and challenging lesson with the utilization of strategies and higher-order questioning. FEAP 4 is addressed through the alignment of objectives to assessments, variations of tools to monitor student progress, modifications, and the application of technology. FEAP 5 is addressed through the utilization of data-informed research, adjusted planning, the effectiveness of lessons, and the teacher’s application of professional development knowledge. Lastly, FEAP 6 is addressed through the application of the Code of Ethics and Principles of Professional Conduct. I will continue to grow as it relates to the artifact by reflecting after every lesson/observation and improving of behavior modifications in order to subside a certain behavior so the learning is much more smooth. As it relates to the FEAPs, I will continue to apply every FEAP and work on bettering the implementation of each FEAP more

The standards addressed for Goal 7 include 7.3, 7.6, and 7.8. Standard 7.3 demonstrates the use of e-mail and other online tools for the reason of communicating and managing information. Standard 7.6 establishes rapport with students while teaching lesson plans. Standard 7.8 involves working collaboratively with others in completing tasks.

This artifact represents my ability to work collaboratively with one of my peers. We created the provided lesson and then taught the lesson at North Schuylkill Elementary school to a class of kindergarteners. This experience requires use to co-teach, co-plan and co-reflect to make sure this experience was as successful as possible. This artifact fits under standard #10: leadership and collaboration, since it demonstrates how I worked collaboratively with a peer to create and administer a lesson. By working together, we were able to ensure that each learner in the classroom would learn the necessary content. This is a representation of my best work since the lesson and activities my partner and I created were very well written and helped guide

This standard explains that it is important for teachers to understand the content and different instructional methods in order to make the content equally

This artifact is all of the materials on the micro-teaching lesson plan I completed in my assessment course based on an article titled, Fair and Square Assessments for ELLs. This lesson explained all the key points in the article. The main focus of this article was how to make assessments fair for English language learners, by using the strategies discussed in the article. This artifact would fit under standard #2: learning differences, since it is discussing how English language learners learn differently and need guidance with assessments. By having this background on English language learners will allow me to have a better understand of how to effectively teach and assess English language learners. This is a representation of my best work

On December 4, 2015 we observed the class for which we developed this response plan. Our main objective was to observe the setup of the classroom as well as the different instructional tools the teacher used to enhance her teaching. In addition, we wanted to see what strategies the teacher implemented to help the ELL and autistic students and see if they were similar to what had in our plan. Upon arriving, we observed that the teacher, Ms. Schmitt, had a large classroom with enough space for groups of students to work together. At the front of the classroom, was the teacher’s desk with a smart board behind it. Several other white boards filled the rest of the wall space. The board on the left was used mostly for instructional purposes while the two on the right were filled with vocabulary and important announcements such as upcoming tests dates. The extra space allowed the teacher to interact with all the students individually. Also, we noted that the teacher had placed the ELL students near the front of the room where she could easily help them or ask them to help each other. The students on the Autism spectrum where located near the back of the classroom where they had more room to work with their aids. However, none of these students were completely isolated from the teacher or rest of the class. Rather all of the students were able to easily interact with one another.

Starting with Week 1 of my Field Observation in Ms. F’s 2nd grade classroom, there were certain behavioral regulations that Ms. F’s demanded to be met by students. You can see in the above picture that there is a small chart of what respect means and her classroom expectations. My artifact is not the chart pictured above, but rather a website that the teachers at Valerie use to not only promote good behavior but constructively punish unruly behavior. This website is known as Class Dojo. Class Dojo is a website that allowed Ms. F to register all of her students, along with their parents, in an effort to regulate behavior. Points are rewarded for good behavior, like following the rules, sitting quietly, or working on

This artifact is a reflection on a presentation I attended by Tim Wise. The presentation focused on social, racial and economic inequality in America and how that has an impact on many things within our country. This presentation impacted me so much as a person and future teacher since it made me more aware of all of the different injustices my students could face and the diversity I will have in my future classroom. This artifact fits under standard #9: professional learning and ethical practice, since this reflection demonstrates how I am continuing to learn and attend presentations to help me adjust my way of teaching. This is only one of the presentations that I have attended throughout my college career but it was also one that stuck with,

Conducting classroom observations are very important to the prospective teacher. Observing helps show how experienced teachers manage their classroom. For this observation it was important to notice how the classroom was arranged, how the teacher interacted with the students, the teacher’s management style, and interview the teacher.

During my time in Jazzman’s coffee shop, I observed what I believe to have been a student and a professor discussing a written research paper. I chose this setting because I walk past it everyday at school and commonly see people using it as a social area. I have previously met with professors here to go over my personal papers and projects.This location is commonly filled with the conversations of students as well as constant foot traffic; the constant foot traffic made the task of finding a group to observe easy and straightforward, however, the constant flow of people made it difficult to focus on the specific group I had chosen.

My classroom management philosophy is evolved around the best way to facilitate knowledge to the students. All the students should have equal opportunity and access to learning within my classroom. I believe that students should have an element of fun and relaxation to make the students and teacher feel like a community. My teaching approach is authoritative/ democratic, using an instructional management plan, following an interactionist theory of teaching.

Primary, some parts of the case preparation chart was confusing at first, such as putting values on certain criteria in order to choose the best possible answer. However, it did help me gather my thoughts and formulate potential solutions for the case study. Conversely, I was stuck when having to put myself into the instructor’s point of view in order to correctly access the issue. Correspondingly, my initial solution to the problem was for the instructor to look back at previous works of the students to in order to compare writing style and credibility of the doubled assignment and both of the student’s past work. However after discussing it with my group I realized my solution wasn’t an effective method as it essentially focused on judging the two students con their past. Ultimately, my final answer was to give them both zeros on the assignment which did surprise me considering originally I thought that giving them both zeros was unfair.

Standard #1: Learner Development. This standard is basically focused on the getting the teacher to understand the fact that they will not have a room of the same learners; they must realize that they will have to contour the classroom and teaching styles

The computing innovation that is represented by my artifact is Computer Generated Imagery (CGI). CGI’s purpose is to use 3D computer graphics to add realistic special effects in films and other forms of media. My artifact illustrates the effects of CGI by showing the process of turning the facial data into animated images. My artifact also includes two bar graphs that show the positive effects of CGI on the economy.

Classroom observation is a main approach of teaching research. Scholars or researchers use video to record the real whole class and observe the teachers and students’ actions, words and the efficiency in the class. Though the observation, they analyze what approach is more suitable. This paper will select video 5 and video 3 as the material to do the classroom observation. Different aspects such as teachers’ responds, questions, instructions notes and students’ behavior will be addressed to analyze the efficacy of this class.