Classroom Interactions Between Teachers And Students

There is a lot to dissect throughout this information, however, I believe that I can say confidently that throughout the classes the biggest factor on how students behaved was the age of the student. Throughout the first two observations (both 9th grade classes) the students were very difficult to maintain but in different ways. In the first class much of the back half of the class and the section farther away from where the teacher was standing at her fixed platform were not paying attention especially if they had already read for class and knew they were not going to be called upon. On the other hand, in the second observation (also freshmen), the students were incredibly rowdy. The students were loud and completely off task. The teacher

Mr. Wray was the first teacher and the only male teacher I observed. The class was a 7th grade Social Studies academy class. Throughout the observation I noticed he really cares about his students. He took his time going over the topic of discussion, and when some of the students couldn’t catch on he stopped to help the individuals. His class was very well behaved. The only time I really noticed any of the students socializing were when Mr. Wray put them in groups to complete a study guide. The second teacher I observed was 6th grade teacher Mrs. Dunn. She was teaching English to her students. She went over verb phrases and helping verbs throughout the class. I noticed whenever she asked questions quite a few of the students participated by answering. Mrs. Dunn had a positive attitude throughout the class period. I felt she truly enjoyed all her students and treated them the same. Even when some of the students didn’t answer questions correctly she didn’t make them feel dumb. She would just tell them good try. I could tell her students really liked her as a teacher also. The last teacher I observed at Westside Junior High was 7th grade Science teacher Mrs. Dugas. This lady came off as a very strict teacher compared to the other two I had observed. Her students were very talkative, which only made her become more annoyed when having to fuss at them. At the beginning of class the students had a bell ringer to complete. On the particular day I went the bell ringer

The rooms were inviting, and the students were engaged in learning. I quickly noticed that having a positive, and inviting classroom environment is of upmost importance for successful student learning. As the students walked through the second grade classroom they were greeted with a hug. When the students’ finished their morning work, the chimes signaled the students to line up, and transition to their first class of the day which is Science. This is where I was able to observe both Mrs. Stanford, and Mrs. Taylor

“Helping students develop mathematical dispositions in which they share their ideas, discuss others’ ideas, and so on, is always a challenge,” (The National Council of Teachers Mathematics, 2003, P. 151). I found this quote and reading to be very relatable, in the sense that students can often struggle to come up with their own ideas. This was definitely true for me and my group when we were working on the locker problem in class. In the book and in class, discussions can really benefit students and keep them engaged. “To encourage all students to contribute to discussions, the teacher should ask other students to explain their classmates ideas,” (The National Council of Teachers Mathematics, 2003, P. 153) this statement made me think of dialogic teaching. Dialogic teaching is students having a rich discussion amongst each other while being guided by the teacher. The students find out the answer on their own and the teacher does not tell them. So social norms and classroom management plays a big role when students problem solve.

In getting to know each other, it is important that we understand each others teaching styles. I want to have a cohesive classroom. I want to utilize both styles in a way that compliments each other. I also ant to discuss class expectations so we can remain consistent in those expectations. These considerations need to also be looked

More importantly, creating positive student-teacher relationships can prevent discipline issues from arising. By establishing a persistent tone of mutual respect, students will participate in class activities with confidence that they and their opinions are valued. Students also should be taught how to appreciate the unique contributions each student brings to the class, as well as how to effectively resolve issues that may arise. I believe that demonstrating genuine respect to students and showing interest in their concerns will allow the effective use of instructional time, positive relationships to prevail, and minimal discipline problems to avail.

There are children who display various challenging demeanors in the classroom. Educators intermittently inclined various technique ahead of decreased demeanors have functional assessment and behavior plans. I observe two diverse classrooms at Hawthorne Country Day School who had students of diverse disabilities. The ensuing paper will review my observation in each setting k-8 and 9-12 self –contained classroom. Additionally, reexamine the learners, social expectations, demands of other students in the environment, classroom management theories and strategies employed for individuals with exceptionalities, expectations for personal and social behavior in the learning environment. In addition, how the learning environment is designed to encourage active participation in individual and group

The differences in the interaction between teachers and their male and female students are vastly different. Teachers have a tendency to be ignorant of their contribution to the continual trouble of obtaining gender equity. A teacher should be studying their students, just as must as a student is required to learn from teachers lessons. Constant awareness of classroom interactions is fundamental to develop and model equity that is beneficial to supporting each student’s ability to be successful.

Overall, the students in Mrs. Park’s classes are very well behaved. The main challenge is keeping the students engaged and alert in class. Often times, there will be a student, or several, with their heads down on the desk, asleep. Mrs. Park addresses this issue by quietly walking over to their desk, without disrupting class, and asking the students to complete a particular task. If the issue persists, Mrs. Park will have a discussion with the student to ask them how they think that the issue can be resolved. I have observed that the students are much more alert when they are working in cooperative

Lastly, the importance of technology within the classroom is effected by how it is used outside of the classroom. So, a proper candidate will accept the technology around her and uses it to her advantage. Using it to help relate to her students and engage them in learning with that technology. Bringing a new experience for the students with the technology they are use too. The students can view technology different and as a useful tool

Everyone should be quick to listen, slow to speak, and slow to become angry. James 1:19. I think this means everyone should listen closely, not be in a hurry and rush yourself, and not be really snippy with someone fastly. This Bible verse can be taken in a lot of ways. It can be taken in a cautious note, a scary note, and even a serious note. I think that is mostly meaning be quick to obey but don’t get too angry. There are a lot of ways you can use this in a classroom. First, just be quiet in general if you can do it at your house you sure can do it in a classroom! Secondly, just listen to the teachers it’s not that hard all you have to do is pay attention. Even if the class really Hoover’s and you really just don’t like the class in general

While observing Mrs. Cirrincione, I liked her classroom management skills. The students seemed to know what was expected of them at all times. Mrs. Cirrincione also connected much of the students’ lessons to their personal interests, which means she has taken the time to get to know each of her students. Mrs. Cirrincione pulled sticks throughout the day giving each student the opportunity to participate. Throughout several of the lessons, Mrs. Cirrincione would give the students helpful hints to remember the content. I struggle to remember new content, so I appreciate that Mrs. Cirrincione took the time to teach strategies to help the students

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.

needs are met and they feel as if they are respected by the teacher. Mutual respect is once again

Techniques and skills need to be learnt, and cannot be replaced by the convenience of technology. In the primary years, students ought to be grounded with the basics. Once they miss this window, it requires them more to be trained later in life. I marvel at the speed of our technology advancement, but how I desire to see academic advancement in our next generation.