Classroom Observation and Reflection Paper
MTE/501 The Art of Science and Teaching
For my classroom observation I had the opportunity of sitting in on a first grade regular education classroom. Listed below are the following that relates to the teacher’s classroom design.
Teacher’s educational goals
I asked for the teachers educational goals and wasn’t surprised that our goals shared some of the same objectives. In terms of teaching she wanted to provide the best education possible and go over and beyond the call of duty to make that a reality, without excuses. Should a student need additional tutorial assistance due to performing below grade level she would set up a schedule to make those accommodations. …show more content…
Keeping the standards in a designated area is there for anyone (administator) to come into the class and see what you are working on. Each day she would have a student read the standard that would be covered that day. The learning objectives were kept in plain sight on a sentence strip.
Throughout the lesson she would walk around and interact with the students to make should they were on task and understanding the assignment. She provided visual aids to assist in the lesson and allowed students to pair with each other in order to provide extra help. Students had to sit up straight in class and track the teacher while she was at the board during whole group instruction. One thing I really loved because its someshing I do in my classroom. All students were required to raise their hands when asked a respond to a question regarding the lesson.
Use of technology as a resource
It is really amazing how excited students get with the possiblity of using the computer in the classroom to assist them with their lesson. The teacher added that she uses it as a reward system, stating how affective it is in maintaining order and control in the classroom. Students knew how to navigate, go to various websites that were related to the lesson and create a folder in which to put their assignments in.
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She let the students know at the beginning of class what they would be learning, their homework for the night and important dates coming up. She started class every day with a roller-coaster activity where all of the students were required to stand up and wave their arms the way that she did. Of course, there were
With disruptive behavior occurring in classrooms for many reasons there are many reasons that may be causing the behaviors. Some of these reasons could be that; students may not be receiving the attention that they need to help them stay focused, there could be changes at home that are causing the behavior, the student may not understand the material that is being taught so they act out, and the student may need help with expressing themselves by using their social skills.
I currently teach third grade at Eli Terry Elementary School, in South Windsor. South Windsor school district is part of DRG B. The school profile includes students in grades pre-school through grade five. Eli Terry houses the district’s pre school outreach program which services students who receive support based upon an IEP, and peer role models who pay to attend the half day program.Eli Terry has approximately 450 students in the school. Eli Terry has somewhat of a diverse population of students, with the majority of the students classified as white(70%). As of 2015-2016 Eli Terry has 87 students who are identified with a disability. In addition to classroom teachers, and one administrator, Eli Terry has several specialized certified
In the past couple of days I have went to 3 different school to observe and interview teachers about their assessment tools. I interviewed both preschool and kindergarten teachers. The schools I had visited were Crocus Academy, Gutermuth Elementary, and Auburndale Elementary.
The field site was Highline’s Cafe and sitting area in building 8. The Cafe and sitting area are in an L shaped part of building 8. The Cafe is at the end of this L and doesn't take much space up, the rest of the building is full of tables with chairs and just chairs on their own. Some tables are high up requiring stools, some of the chairs are made up of metal while others fabric and cushion. The Cafe is where students can get something to eat or drink, and the numerous sitting areas can let students study and converse with other students. I sat in one of the chairs closest to the entrance so that I could observe the whole space. My first observation was when someone would walk through the entrance that whether or not they were going to get something from the Cafe, they would look for a place to sit.
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.
During my observations in week eight on March 1st at two fifteen in the afternoon, the teacher called on John to read an excerpt from the reading and John was having trouble pronouncing words. Students began to laugh and read any word he mispronounced, the teacher then read louder than John causing John to stop reading and the teacher finishing the excerpt. This opportunity would have been great for John to practice reading vocabulary words he often has trouble understanding and pronouncing. The second goal for John’s guide to progress would be to give him the opportunity to speak out loud and exercise his public speaking skills. Silvia Rico states, “Talk to the students in the classroom about how students have different learning experiences/styles
As a perspective teacher, it is essential to do field work and observe a classroom in order to acquire the ability to recognize different behaviors, procedures, and routines. Observing allows one to witness fundamental learning strategies and child development firsthand. With that being said, on October 24, 2017, I spent my first full day at P.S. 45, formally known as John Tyler. Upon my entry into the school, I was assigned to room 213, which is a third-grade classroom General Education (General ED) classroom. Unfortunately, the cooperating teacher, Mrs. Jessica Diaz, was not in class due to a mandated Professional Development (PD) meeting held for the third-grade staff. Mrs. Diaz absence led to a substitute teacher, Ms. C, taking over
Over the years, I have worked closely with children in various settings from babysitting to the actual classroom, and each time I gain new understanding of children which has allowed me to grow more patient about their behavior. Additionally, I must add that most of the children I have worked with have all come from low Socioeconomic status families which has been proven to be the cause of major behavioral issues. The way I have witnessed the behavior of these children be managed varies between each of the locations. Some teachers and caretakers are quite harsh in their discipline while others are much too passive. In essence, as learned in the Environment and Programs as well as the Discipline and Limits unit, there are several key elements that determine the behavior of children in the classroom. As it relates to Preston Taylor Ministries, behavior management is sometimes ineffective especially when dealing with certain children; however, for the most part, I believe this center handles behavior in an efficient manner.
Students in Mrs. Morales’s classroom are students are eager to learn. There were 27 students in class and they all clearly had different ways of learning. Despite all of the students learning in different ways, they are all very eager to learn. The students that I observed are in the fourth grade. Angel, Joshier, and Fernando are students that I observed closely and even though they might were are being taught the same topic, their action help exemplify different concepts. They all don’t have the same perspectives and this helped me use and understand different ideas during my observation.
disciplines. Since this class was used for formal instruction, I noticed that they never had a hard time with subtle refinements. These students used appropriate levels of vocabulary while answering questions and understanding the complex syntactic structures of the teacher’s PowerPoint. Although I didn’t notice any such grammar structures or phonology, I did notice how automatic they were with recognizing common words. One of the students had noticed that in the PowerPoint the teacher had used the wrong “new”. The teacher praised the student because he was even unaware he had used “new” instead of “knew” in his instruction. This showed me the ability of how late adolescence automatically recognizes critically evaluation of texts. I wish I had observed a child where they were ELL, but I thought this helped me see the developmental trends of different age groups. I thought everything I have learned in this class thus far, abstracts the idea of a child’s cognitive process theory. These students were advanced, proving that the child’s unique experiences lead to differences in their pathways to proficiency and how they communicate. I thought it was great to hear the sarcasm the teacher used with his students to interrupt the text. For example, he had made a joke about Julius Caesar’s wife and how ugly she actually was. The students laughed and really connected to his humor. I asked the teacher why he liked teaching 10th grade and he said “because I can say and act in different
An affluent stable community in the middle of southwest Minneapolis surrounds the students at Southwest High school. The school promotes community and cultural reflection across all classes. In observing a teacher in this school I found they are very passionate for the multicultural curriculum as well as offering many opportunities for students to use critical thinking across all subjects.
Form of address was another area that stood out to me as I watching my video. Within my classroom setting our students are referred to boys and girls, white sharks, friends, or by their first name. Within in my video, I address my class as "you guys" three times instead of a different form of address. There was one time where I self-corrected myself and stated boys and girls instead. I was not surprised by this because this was an area I was working on from my first lesson I taught. On a daily basis, I use the term "you guys" and unfortunately it has transferred over into teaching as well. Instead of addressing students in a formal manner, I was casually addressing them. I was using casual language instead of formal language.
Since I was in a middle school setting, I was given the opportunity to observe multiple classrooms which a variety of different students. In my first class, I noticed that most, if not all students were African American. The ratio was 22:1, where about 18 of them were boys. The second class I went to, had a ratio of 19:1. The ethnicity in this class was again, mostly African American, with a few Hispanics and Caucasian. The third class represented a ratio of 20:1. The ethnicity was made up of mostly Hispanics, Caucasian, with 1 African American child. My final class ratio was 18:1, where most students were Hispanic and African American.
Internship teaching is the culminating experience of the first degree program in education. It provides the opportunity to apply theoretical knowledge on pedagogies in the actual classroom setting and gain the experience. The internees are exposed to an environment where they encounter learners for the first time and face them with multitude of ideas, approaches, techniques and processes. During the internship period I got ample opportunities to demonstrate the art of teaching in actual situation and participate in all activities at the school level.